Order ID | 53563633773 |
Type | Essay |
Writer Level | Masters |
Style | APA |
Sources/References | 4 |
Perfect Number of Pages to Order | 5-10 Pages |
UGB 362 Global Entrepreneurship and Innovation
TITLE: Global Entrepreneurship and Innovation
CODE: UGB 362 | |
CREDITS: 20 | |
LEVEL: 6 (Stage 3) | |
FACULTY: | BUSINESS, LAW AND TOURISM |
BOARD: | UNDERGRADUATE BUSINESS PROGRAMME
BOARD
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PRE-REQUISITES | NONE CO-REQUISITES NONE |
LEARINING HOURS | 200 hours in total, the exact nature of which will be |
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specified in the module guide. |
UK Module Leader: | |
Local Moderator:
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Issue Date: 3 September 2021 Hand in Date: 4 October 2021
Students are required to submit their coursework through JIRA. Only assessments submitted through JIRA will be marked. Any other submission including submission to your study centre in hard copy will be treated as a non-submission.
A copy of your Turnitin© originality report must be submitted in conjunction with your assignment in word format.
Module Learning Outcomes Assessed: Knowledge: K1, K2 and K3
Skills: S1, S2 and S3
Knowledge
K1 – Critical understanding of global entrepreneurship, innovation and sustainability issues and challenges.
K2 – Critical appraisal of a micro – enterprise project-based activity through active research, innovation, development and pitching of a unique solution.
K3 – Critical reflection of entrepreneurship and innovation theories, concepts and techniques.
Skills
S1 – Enterprise work – based skills and attributes (Team work, analytical, problem solving creative & strategic thinking, information and computer technology, ability to think laterally, report writing, business and financial planning – marketing, operations, human resource, legal, ethical and global awareness; ability to pitch ideas, numeracy and grammar, budgeting, forecasting time keeping and networking).
S2 – Communication skills – written & oral, awareness and use of new technology and social media including the development of research, concept development, networking, presentation skills as well as pitching an idea to potential investors or stakeholders.
S3 – The ability to research, innovate, identify, design, plan, undertake, manage and exploit an entrepreneurial and innovation opportunity.
This assignment is an individual piece of work which requires you to contribute to micro-enterprise activities and achieve the learning outcomes. It is essential that you contact your tutor for assistance.
It is composed of one piece of assessment including formative and summative elements.
The assessment will be based on an enterprise project Word Guide 2500–3000 words in length. The formative assessment will include a final presentation or ‘pitch’ to allow students to develop ideas and share experience to investors with the enquiry-based approach to learning. The summative assessment should present student’s innovative ideas in his/her own micro-enterprise from global perspective.
Structure:
The structure of the assignment is shown in Figure 1.
It comprises of Part 1 Theory, Part 2 Micro-Enterprise and Part 3 Reflection.
__________________________________________________________________
Part 1 Theory – meeting the K1 learning outcome:
Word Guide 800 max Word guide – Weighting 30%
Critical understanding of global entrepreneurship, innovation and sustainability issues and challenges (K1).
Thematic Options –
Task – You will be introduced to various themes and theoretical issues pertaining to Global
Entrepreneurship and Innovation. This will include journal articles and empirical studies. Explore and research the area/s of interest to you.
You should then select an area under the key word themes – Options A to G.
The structure of your work could follow a journal article, business report format or a creative format agreed with the module leader. All these should be underpinned with an academic rigour.
Part 2 Global Entrepreneurship and Innovation Micro–Enterprise Idea/ Project meeting the K2 learning outcome: Word Guide: 1200-1600 max – Weighting 50%
Critical appraisal of a micro – enterprise project based activity through active research, innovation, development and pitching of a unique solution.
You should develop creative ideas and share experiences and skills/attributes which are important as part of the enterprise, employment and career/personal development.
Task: you are required to identify, design, plan, undertake, manage and exploit an entrepreneurial opportunity via a micro – enterprise project-based activity through active research, innovation, development and pitching of a unique solution.
The micro-enterprise should offer a global entrepreneurial opportunity and or unique solution highlighted from global and sustainable challenges and issues explored in learning outcome K1. Your project or ideas should allow you to experience the many faceted tensions and problem-solving adaptability developed through the entrepreneurial, innovation and creativity process.
“The Formative assessment will be grouped based to allow students to develop ideas with the
enquiry based approach to learning.”
Part 3 Reflection meeting K3 learning outcome: Word Guide: 600 max- Weighting 20%
Critical reflection of entrepreneurship and innovation theories, concepts and techniques. It should demonstrate what you will have learned in this module, share your difficulties or challenges in this assignment and use Belbin’s model to analyse your roles in your team.
Structure:
Cover Page
Executive Summary
Content Page
List of tables and illustrations (if any)
Glossary and abbreviations (if any)
Part 1 – The Global World: Global Entrepreneurship, Innovation and Sustainability – Theory and Practice.
Part 2 – Our Global World: Global Entrepreneurship Micro – Enterprise co-creation Idea/ Project
Part 3 – My Global World: Critical Reflection of Entrepreneurial Theories, Concepts and Techniques.
References
Appendices – Supporting documents (if any)
4
Appendix D – Generic Assessment Criteria – Undergraduate Bachelor’s degree
These should be interpreted according to the level at which you are working
Categories | ||||||||
Grad
e |
Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature | |
86 –
100% |
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | |||||||
76-
85% |
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality | |||||||
70 – 75% |
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated t evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. | |||||||
60 – 69% |
Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Good analysis, clear and orderly | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some
distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. |
Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up-todate and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources | |
50 – 59% |
Some attempt to address the requirements of the
assessment: may drift away from this in less focused passages |
Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance | Some analytical treatment, but may be prone to description, or to narrative, which lacks clear
analytical purpose |
Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms | Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views
of the topic |
Competently
written, with only minor lapses from standard grammar, with acceptable format |
Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material. | |
40 – 49%
|
Some correlation with the requirements of the assessment but there are instances of irrelevance | Basic understanding of the subject but addressing a limited range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence | Some evidence of a view starting to be formed but mainly derivative. | A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader | Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. |
5
35 –
39% |
Relevance to the requirements of the
assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms |
A limited understanding of a narrow range of material | Heavy dependence on description, and/or on paraphrase, is common | Little evidence of coherent argument: lacks development and may be
repetitive or thin |
Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase | Numerous
deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style |
Barely adequate use of literature. Over reliance on material provided by the tutor. | |
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. | ||||||||
30 – 34%
|
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. | |||||||
15-
29% |
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. | |||||||
0-
14% |
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. |