MODULE HANDBOOK
International Entrepreneurship Project
BUSI 1714
2023-24
Contents
1. Welcome message from your Module Leader.......................................................................2
2. Key contacts.......................................................................................................................... 2
3. Module details and learning outcomes..................................................................................3
4. Enquiry-Based Learning and Research-Led Teaching..........................................................4
5. Employability......................................................................................................................... 4
6. Key Dates.............................................................................................................................. 5
7. Schedule of teaching and learning activities.........................................................................5
8. Assessment........................................................................................................................... 9
9. Resit assessments.............................................................................................................. 13
10. Reading recommendations............................................................................................... 14
11. Additional module information...........................................................................................14
12. Changes to the module...................................................................................................... 14
13. Other Details..................................................................................................................... 16
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1. Welcome message from your Module Leader
I am delighted that you have chosen this module as it already indicates to
me that you believe you have a potentially great business idea or an
entrepreneurial spirit or both. This module is designed to give you the
tools and thought processes to check which of the above (or ideally both!)
is true.
As this is an HROB approach to entrepreneurship, this module will
importantly include consideration of you, the person, the skills and
attitude needed to be successful across most sectors and most countries,
as an entrepreneur.
This is not a module for sitting quiet in class as the learning, and parts of
the teaching, will be co-created by you, with me, in class.
I look forward to having much fun in your final year and helping you
prepare for a successful business career, whether as an entrepreneur or
not.
Nevin
This handbook provides essential information about this module including the
aims and learning outcomes, the schedule of teaching and learning activities,
assessment tasks, reading recommendations and, if applicable, any additional
resources that you will need. Please read it at the start of term so you are aware
of key details and important dates.
2. Key contacts
The list below provides contact details of the module team.
Name and photograph
Module Tutor: Thao U. P. Pham (M.Sc.)
Email:
[email protected] or
[email protected]Programme Administration Team
Student Helpdesk
The Student Experience Officers are situated at the Student Helpdesk and are
here to help you throughout your journey at the University. The Helpdesk provides
support with general enquiries and signposting you to the relevant team.
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The student helpdesk can be found in the Queen Mary building on the second
floor QM240.
The contact for general queries is provided below.
Student Helpdesk (General queries) [email protected]
Contact number 020 8331 9712 / 8341
The Welcome Page (linked below) contains information to get you started on your
University Journey.
https://www.gre.ac.uk/welcome/inductions/business
We encourage you to enrol on our Student Moodle Page (linked below) where you
can access information including:
Useful Contacts
Timetable links
Wellbeing guidance
Instructions on navigating the Portal
Introduction to our Programme Administration Team
https://moodlecurrent.gre.ac.uk/
Important: To access the Moodle Page, you will need to self-enrol yourself via the
above link.
Programme Administrators
The Programme Administrators can support you with programme specific queries
(such as missing/ incorrect grades on your profile, accessing submission links,
resit enquiries).
The contact for Programme Administrative queries is provided below.
(Administrative queries)
3. Module details and learning outcomes
Host Faculty: Business
Host School: Business
Number of Credits: 30
Term(s) of delivery: 2
Site(s) of delivery: Maritime
LEARNING OUTCOMES
On successful completion of this module a student will be able to:
1 Identify and explore an entrepreneurial opportunity and the factors affecting its
value/viability
2 Integrate theoretical concepts and practical evidence drawing from a range of
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sources (academic and practitioner)
3 Design viable business models, consistently with the feature of the relevant
business environment
4 Demonstrate the ability to design research, collect, analyse and interpret
research data in an appropriate, rigorous, and ethical way.
5 Professionally present their research and findings
6 Draw viable, practice-focused recommendations with an accompanying
structured action plan.
4. Enquiry-Based Learning and Research-Led Teaching
Enquiry-Based Learning (EBL)
Defined as ‘an approach based on self-directed enquiry or investigation in which the student
is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life
scenarios (for example, from case studies, company visits, and project work) and students
investigate topics of relevance that foster the skills of experimental design, data collection,
critical analysis and problem-solving’.
In BUSI 1714, the ultimate success of both your business project and your
report (and grade) rely almost entirely on your own abilities to ‘enquire’ ie. do
research; investigate a sector; understand the application of business
frameworks to your personal ideas; apply others’ ideas and problems to your
own context and thus move forward or rethink.
Research-Led Teaching (RLT)
An element of Enquiry Based Learning links to RLT, which involves faculty introducing
students to their own research where it is relevant to the curriculum being taught as well as
drawing on their own knowledge of research developments in the field, introducing them to the
work of other researchers. RLT sees students as active participants in the research process,
not just as an audience. This is achieved by discussing such developments in lectures and
classes and setting reading lists including recent research publications at the frontier of the
field. The definition of a diverse assessment regime at the program level (incorporating an
expectation of familiarity with, and use of, such
publications in assignments) and the inclusion of projects at every level of the program is also
fundamental to achieving these objectives.
As a practitioner – teacher, I am in the fortunate position of having 20 years of
personal business experience and thus am able to recommend the most
relevant and current business ‘thinking’ which will best guide and support you
in your business creation journey.
5. Employability
Programme description and structure
If you fully engage with each week’s workshop and take on board the guidance
given, you will have a plethora of skills, abilities and approaches which
employers will find very attractive. To name a few, these range from:
- Effective methods to understand a sector and your competition within it
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Week of TERM 1 Activity –
Academi Week ALL Double session workshops will be held ON
c year beginning CAMPUS
1 Introduction to Module
(relevant to any form of ‘bus dev’ or ‘sales’ role)
- Self-knowledge around1 - Setting the scene
the areas for this
of risk to be apersonal
appetite, successfulpeople
and
network management funand
finaltime
module!
& stress management (relevant for any
job, anywhere at graduate level and beyond)
- 2 - conceptsbusiness
The application of fundamental and characters.
processThe essencewithin
knowledge of business
any
creation, wherever you sit in the world –
given commercial context (as above, especially of interest to smallerkey business
principles and processes any business creator must
businesses and start-ups)
be aware of
2 can find out more aboutSo,
You theyou think you’re
Greenwich an entrepreneur?
Employability Passport at:
(The entrepreneurial
Greenwich Employability Passport for students mindset considered)
3 What’s your big idea?
Idea,
Information about the Career yourisvalue
Centre proposition
available at: Career business
transition creation
and job
search
Social Enterprise
6. Key Dates
4 From Value Proposition to Strategy
2021/22 Term Dates
Business models
Please note that dates may differ depending on when you start your programme of study, and
where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-dates for full
5
details, and details of University The market
closure dates.you want to target -> Your customers
Your Business model
6 How good are you at doing research?
Resit Period will be confirmed later in the year.
Primary, secondary or both for your project?
7 1- What do you have so far? (recap – week 2-6)
2- Marketing … communicating TO your potential
7. Schedule of teaching and learning
market/ activities
customers and with them
3- Intro to Financial template.
8 Be clear about ‘Your Pitch’
Intro to financials and entrepreneurial monetary
considerations
9 Who are my ‘Significant others’? eg. Suppliers &
Partners
10 Financing your business at the start – sources of
What do my numbers currently look like? (costs in
particular)
11 1 - Recap – weeks 2 – 10
3 - Your research- what have you read so far?
4 – What would help you – your requests
12 Business Pitch: Duration: 20 minutes
A business pitch followed by Q&As.
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(up to 15 minutes’ pitch (min 12) 5 to 10
minutes’ questions)
In addition to the teaching and learning activities within the module, additional
study support can be seen at: Academic Skills
8. Assessment
First sit Deadline or Weighting Maximum Marking Learning
assessments exam period out of length type outcomes
100%* mapped to this
assessment.
Business Pitch 16-Aug-2024 30 % 12 to 15 Stepped 1 Identify and
minutes’ marking – explore an
presentation see rubric entrepreneurial
followed by 1on Moodle opportunity and
5-10 the factors
minutes’ Pass mark affecting its
question 40% value/viability
time.
2 Integrate
Total time theoretical
not to concepts and
exceed 25 practical
minutes. evidence drawing
from a range of
sources
(academic and
practitioner)
5 Professionally
present your
research and
findings
6 Draw viable,
practice-focused
recommendation
s with an
accompanying
structured action
plan.
Business 3-Dec-2024 70 % 7000 words stepped 1 Identify and
Report marking explore an
entrepreneurial
Pass mark opportunity and
40% the factors
affecting its
See Rubric value/viability
on Moodle
2 Integrate
theoretical
concepts and
practical
evidence drawing
from a range of
sources
(academic and
practitioner)
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3 Design viable
business models,
consistently with
the feature of the
relevant business
environment
4 Demonstrate
the ability to
design research,
collect, analyse
and interpret
research data in
an appropriate,
rigorous, and
ethical way.
5 Professionally
present their
research and
findings
6 Draw viable,
practice-focused
recommendation
s with an
accompanying
structured action
plan.
*The weighting refers to the proportion of the overall module result that each
assessment task accounts for.
Your assessment briefs:
1 – Formative assessment
Due to the co-creative nature of this module where both teaching and learning are
concerned, most workshops will offer opportunities for students to receive
feedback on their approach. The requirement to share challenges, give weekly
updates on one’s project AND give input to all peers’ projects provides an ongoing
form of formative exercise within class each week.
2 – Summative assessments
A) Business Pitch
Assessment Guidance
Structure of presentation
The intention of this assessment is to give you real experience at
‘pitching’ your business idea (which many entrepreneurs need to do
both when forming useful contacts and when requesting funding).
You are asked to record your ‘business pitch’ which will be viewed by
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your tutor AND peers. A Q&A session will follow and a certain
percentage of your marks will be allocated to your ability to answer the
questions.
Your recording can be between 12 and 15 minutes in length which
respectively allow 8 to 5 minutes for the Q&A.
Content of Pitch
1) Briefly but clearly explain your business idea, its origin and the value
proposition
2) What might be the best business model as far as you can tell?
3) What marketing approach might be best?
4) What have you understood about the financials to date?
5) Which gaps in knowledge do you know you still have surrounding
your project?
6) How do you feel at this stage of the project? Consider also what you
have understood about yourself as a future entrepreneur so far…
Feedback
This will be offered verbally in class once the Q&A is over. Peers’
judgements will be taken into into account but the final grade will be
given by your tutor.
The standard feedback sandwich will be slightly modified to focus on:
What was done well?
Done less well?
What gaps have appeared?
How do these need to be filled?
Business Pitch Rubric
Available on Moodle
B) Business Report
Assessment guidance
Structure of Report
A 7000 word report to be presented
Report content (please view in combination with the Rubric for guidance
on which areas require most work / words)
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Create a well-structured report with sections which flow well and reach
a clear conclusion. These must include good use of all the academic
writing requirements you have come to understand in your degree e.g.,
Use of paragraphs, well-constructed sentences, broad and correct
inclusion of references as well as diagrams and images to create a well
written and interesting report for the reader.
You need to show a strong level of engagement with secondary
research - breadth / depth / Mintel & Passport and academic articles. It
is important to show that during your university journey you have
developed the skills and ability to read -> analyse / evaluate -> apply.
Equally, those who have chosen to engage in Primary research, it is the
qualitative aspects of your survey, data and analysis and that will gain
you the highest marks, IN COMBINATION with good use of secondary
research.
The key topics to be covered include, but may not be limited to:
1- Your idea, source of it and the value proposition that it offers
2- On overview of the business model you have chosen to use and its
connection to your strategy
3- Your approach to marketing
4- A basic but clear overview of your financials, showing clearly
whether there is (or not) the potential to generate good revenues
and profit.
5- An overview of who your ‘significant others’ are likely to be and why.
These range from your choice of partners and suppliers to mentors
if valid.
You are required to include a section, wherever you wish, of self-
reflection & self-evaluation which discusses your understanding of your
entrepreneurial mindset, skills and characteristics and the lack thereof.
You should include such considerations as the management of self and
interaction with significant others – your understanding of how well (or
not) you are able to do these.
Feedback
This will be given in the usual written manner on Turnitin
Report Rubric
Available on Moodle
Important note: Coursework is marked on the understanding that it is the student’s own work on
the module and that it has not, in whole or part, been presented elsewhere for assessment. Where
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material has been used from other sources, this must be properly acknowledged in accordance
with the University’s Regulations regarding Academic Misconduct.
Marking, feedback and next steps
To pass this module, students must achieve an overall mark of 40+ for all
assessments.
For coursework, the marks and feedback will normally be provided to students
within fifteen working days of the submission deadline. In exceptional
circumstances, where there is a delay in providing feedback, you will be informed
by the module leader.
If you do not pass a module at the first attempt, you may be eligible for a resit
opportunity on the failed assessments. This will be confirmed after the
Progression and Award Board (PAB). Note that marks on resit assessments are
capped at 40% unless extenuation has been applied for and granted.
For further details on resit assessments, please see section 7 below.
The assessment and feedback policy can be accessed at Assessment and
Feedback Policy
Extenuating circumstances and student support
The University recognises there are times when serious and unexpected matters
which are beyond a student’s control (such as serious illness or injury, death in
family) impact on their academic performance and ability to complete
assessments by the deadline. Guidance on claiming extenuation can be found at:
Extenuating circumstances
External Examiner
The External Examiner for this module is:
Name: TBC
Institution: TBC
Please note that the role of the External Examiner is to evaluate the overall
standard of assessments on the module. They are unable to correspond with
individual students about their work. If you need to discuss your marks or
feedback, please contact the module leader.
9. Resit assessments
Assessment Schedule
Should there be any resits required i.e.. if you fail your report, please
contact your module leader and tutor– Nevin – as soon as you are aware
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that you will need to resit.
Resits always take place in July and exact dates and resit submission
deadlines will be announced in mid-June 2022.
10 Reading recommendations
Detailed reading requirements and recommendations are provided IN Moodle
week by week.
Required chapters from textbooks are offered each week. You are welcome to
take the books out from the library should you wish to read more from a
particular book. All details are contained within the ‘Kortext’ digital copy provided
weekly.
In addition, at this stage it would be wise if you regularly read The Financial
Times and The Economist, looking particularly at the sectors and industries that
your project relates to.
11. Additional module information
Costs
There are no additional costs incurred for this module unless you choose to
create material to hand out to those you conduct primary research with.
12. Changes to the module
At the University of Greenwich, we value feedback from students as well as
External Examiners and other stakeholders and we use this information to help us
improve our provision.
Important note: The University of Greenwich will do all that it reasonably can to
deliver the module and support your learning as specified in our handbooks and
other information provided. However, under some circumstances, changes may
have to be made. This may include modifications to the:
content and syllabus of modules, including in relation to placements
timetable, location and number of classes
content or method of delivery of your module
timing and method of assessments.
This might be because of, for example:
academic changes within subject areas
the unanticipated departure or absence of members of university staff
where the numbers expected on a module are so low that it is not possible
to deliver an appropriate quality of education for students enrolled on it.
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industrial action by university staff or third parties
the acts of any government or local authority
acts of terrorism.
In these circumstances, the University will take all reasonable steps to minimise
disruption by making reasonable modifications. However, to the full extent that it is
possible under the general law, the University excludes liability for any loss and/or
damage suffered by any applicant or student due to these circumstances.
13.Ethical Compliance for Research on Taught Courses
University policy requires ANY research which might involve human participants to use set
procedures for informing participants, obtaining their informed consent to provide data, collect-
ing and storing data. This includes the collection of data for formative or extra-curricula activi-
ties.
Normally this requirement will impact upon approval of topics for undergraduate and postgrad-
uate dissertations BUT may also impact upon individual assignments where a student or
group of students will undertake primary research.
Where a course includes an assessment item involving student collection of data, whether
from human participants or not, before any data is collected each student on such a course
must:
Undertake and pass the Epigium Research Ethics online course, if they have
not already done so;
Register the details of the project on the online Ethics Approval Form on
the FBUS Research Ethics Moodle site;
All data collected in the course of the project must be:
stored on the student’s University Home (G:) or OneDrive only1;
destroyed following the confirmation of results at the PAB or resit PAB.
In addition, any student collecting data from human participants must:
Not collect data that is sensitive in nature or is collected from University of
Greenwich staff, nor from vulnerable populations such as children;
Provide all participants with an offline or online participant information sheet
and consent form, using the authorised template;
Include the participant information sheet consent form template as appen-
dices to the submitted assignment;
Include any questionnaire or interview guide as appendices to the submitted
assignment;
If collecting data online, utilise the University’s subscriptions to JISC Online
Surveys, Office 365 Forms, SNAP, Qualtrics, Teams, Skype for Business
or AdobeConnect;
Not collect data using public domain tools such as SurveyMonkey, Google-
Docs, Google Hangouts (which are outside EU regulation).
If any variation from the set procedures is sought:
i. an individual application must be made to the Business Faculty Research
Ethics Committee using a University Research Ethics Application Form available
from: https://docs.gre.ac.uk/rep/vco/urec-application-form.
ii. The response of the committee will be emailed to the student’s University
email address. The email confirming ethics approval has been granted must be
kept and included as an appendix to the assignment submission it has been
granted for.
iii. Where an application is not approved, the Committee will provide contact de-
tails for the person the student should approach to negotiate the next steps.
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Failing to comply with the conditions of this policy is an academic offence.
FREC process Nov 2019 Rev.docx
14.Other Details
The majority of information relevant to you while you study at the University has been brought
together into your program handbook. Please refer to your program handbook for any further
information you might require including:
Deadlines and extenuating circumstances,
Plagiarism and referencing,
Who to go to for advice or if you are concerned,
How to provide us with feedback & Key administrative procedures.
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