UGB362-Assessment Global Entrepreneurship and InnovationSolution.pdf
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
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 but requires you to contribute your innovative ideas /experience in order to achieve the learning outcomes. It is essential that you contact your tutor for assistance.
The assessment will be based on an enterprise project Word Guide 3000-3300 words in length which is supplemented by 8-12 ‘pitching’ slides (good for 5-10 mins presentation). The slides can be captured as images in Appendix.
The slides should illustrate your innovative ideas in a micro-enterprise from global perspective, specify your realistic goals, demonstrate a road map for a successful enterprise, highlight critical risks and the challenges. The pitching slides can also help students develop their knowledge to learn and to share ideas/experience with others.
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 Critical understanding of global entrepreneurship, innovation and sustainability issues and challenges.
Word Guide 600-800 max Word guide - Weighting 30%
Thematic Options – You will need to contextualise your research. Title: Global Entrepreneurship and Innovation: Making the world a better place
A. Retail: E-Commerce, Logistics, Entertainment & Gaming
B. Deep Tech: Artificial Intelligence and Machine Learning, Big Data and Analysis, Block
Chain, Crypto-currency, AR/VR
C. Smart City: Smart Buildings, Green & Environmental, Mobility and Lifestyle
D. Financial Technology: Crowd funding, InsurTech, Payment and Digital Banking
E. Business Start-ups; Small Business Development, Developing successful global business
ideas and exploiting global markets; Business Models, Operations.
F. Global Marketing; Brands and Social media.
G. Social/Corporate Entrepreneurship, Ethics, and Philanthropy.
H. Value Creation and Co-Creation; Internet of things; Catering and Dining.
I. Innovation through Business, Engineering, Education or Art Design.
J. Travel and Tourism evaluation and planning in the perspective of sustainability
K. Your own option agreed with the Module Leader. * This could be a fusion of the above.
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 K. 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. Please refer to the University of Sunderland Undergraduate Assessment Criteria.
Part 2 Global Entrepreneurship and Innovation Micro – Enterprise Idea/ Project meeting the K2 learning outcome:
Word Guide: 1400-1600 max – Weighting 50%
Critical appraisal of a micro - enterprise project based activity through active research, innovation, development and pitching of a unique solution.
This will be done in your global teams for you to co-create, sharing experiences and skills/attributes which are important as part of the enterprise, employment and career/personal development point of view.
Task: Value and Co-creation: Develop Your Enterprise ‘Global Team’. 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.”
You are required to develop your enterprise work – based employable skills and attributes (Team work, analytical, problem solving, creative & strategic thinking, Information and computer technology, ability to think laterally, report writing, ability to pitch ideas, numeracy and grammar, time keeping and networking).
The presentation or pitch should demonstrate what you have learned on the module and it should offer the opportunity for you to present the Global Entrepreneurship and Innovations idea or project in your professional style (8-12 slides, 4 slides in 1 page, captured as images in Appendix, No word count). ________________________________________________________________________
Part 3 Reflection meeting K3 learning outcome – Critical reflection of entrepreneurship and innovation theories, concepts and techniques and use Belbin team roles to identify your behavioural strengths and weaknesses in a team.
Word Guide: 800 max- Weighting 20%
UGB 362 Global Entrepreneurship and innovation - Assignment Structure Figure 1 – is an illustration of your Global Entrepreneurship Portfolio
List of tables and illustrations
Glossary and abbreviations
Part 1 – The Global World: Global Entrepreneurship, Innovation and Sustainability - Theory and
Part 2 - Our Global World: Global Entrepreneurship Micro – Enterprise Idea/ Project
Part 3 – My Global World: Critical Reflection of Entrepreneurial Theories, Concepts and
Appendices – References and supporting documents.
Entrepreneurship and Innovation
Appendix D - Generic Assessment Criteria – Undergraduate Bachelor’s degree
These should be interpreted according to the level at which you are working
Categories Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to
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- to-date 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
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
Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided.
Barely 35 –
adequate use of 39%
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.
instances of irrelevance
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
pose obstacles for the reader
Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style
Limited use of sources to support a point.
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