Independent Guided Study

Transcription

1 MODULE DESCRIPTOR TITLE MDes Enterprise SI MODULE CODE CREDITS 40 LEVEL 7 JACS CODE W200 SUBJECT GROUP Design DEPARTMET Art and Design MODULE LEADER Susan Dillon MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study 96 /A MODULE AIM Total umber of Study Hours This module will address the key concepts, issues and theories in enterprise, entrepreneurship and innovation, as applied in the process of enterprise creation in the creative design industries. It will introduce you to strategies, models, laws and processes involved in running a design business. Through investigation and reflection you will explore how your values align to a business idea. Subsequently, this will provide the opportunity to develop the practical and integrative skills necessary for the creation and implementation of your enterprise plan. Additionally, you will identify the topic and key areas of enquiry necessary for the development of your final major project and consider what future success looks like to you. MODULE LEARIG OUTCOMES By engaging successfully with this module you will be able to: - Exhibit critical insight into wider social, political, ethical, economic and environmental issues affecting design and how this impacts on your own practice. Demonstrate insight and understanding of the designer's relationship with audiences, markets, consumers, participants, co-workers and co-creators and anticipate the direction of future products/services in response to these factors. Display professional commitment and enterprise through personal initiative and independent action, together with ownership of and responsibility for your work Understand the value of risk and set yourself appropriate but challenging tasks and solve design problems. Apply resourcefulness and professional skills to support and manage your own practice and apply an entrepreneurial approach to design IDICATIVE COTET This module may include:

2 Enterprise and entrepreneurship theory, business plans and strategies; business models, ideas and opportunities; concept generation and design/product development; enterprise start-up and employment; market analysis; creative marketing strategies; sales forecasting; legal forms of business entity; P&L, cash flow and balance sheet projections; breakeven analysis; sensitivity analysis; sources of funds; bank lending; accounting for VAT and PAYE; enterprise growth and growth strategies; operations planning; exit strategies; risk analysis; contingency planning; intellectual property law. Opportunities for students undertaking this module range from launching their own business, going into freelance work and becoming self employed or working in large organisations at a strategic level. LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD METHODS You will be supported in your learning, to achieve the above outcomes, in the following ways: The module is built around a carefully structured series of topic lectures, seminars and tutorial tasks, designed to facilitate independent learning. The topic seminars and associated materials develop appropriate theoretical concepts whilst tutorial support will focus upon practical activities and integration. ASSESSMET TASK IFORMATIO Task o.* Short Description of Task 1 Concept /Prototype. 2 Enterprise Plan SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** CW 40% CW 60% 4,000-6,000 In-module retrieval available By engaging successfully in this module students will achieve the learning outcomes listed and their level of attainment will be assessed using the following assessment criteria: - Assessment Criteria Task 1 Task 2 Minimum Pass Requirement LO s LO s Research 1,2 1,2 There is evidence of engagement and independent enquiry leading to a positive brief and appropriately targeted critical/contextual research. Some professional skills are apparent in recording the findings, though professional research skills are less evident. Important aspects of research have not been fully covered and interpretation of the findings and experiences is limited. Creativity 2,5 2,3,5 There is evidence of analysis and reflection and most aspects of the brief have been explored, demonstrating a reasonably well-managed approach to design development. Professional skills and contextual understanding are evident in some of the work, though many issues or questions remain to be resolved. Development 4,5 4,5 There is some thought and evidence of an ability to establish an independent design project with an appropriate level of challenge/complexity. However, the range of creative strategies is constrained and consequently, the successful synthesis of ideas/information is limited to specific aspects of the work. Critical Awareness 1,2 1,2 Working within a diverse professional context, there is evidence of discussion, debate and interaction with relevant specialists and effective communication of the most relevant ideas and contextual issues. Most communication skills are

3 at a professional standard, though there are some gaps in the explanation, which leaves the story only partially complete Communication 4 There is evidence of evaluation of the most important themes/theories and context, with some reflection on the development of the project. Discussion focuses on the more routine aspects of delivery and debate of the more complex Resolution 4,5 Learning Outcomes ideas and possible insight is limited. There has been some engagement with the subject, but significant gaps in knowledge and understanding are apparent. 1. Exhibit critical insight into wider social, political, ethical, economic and environmental issues affecting design and how this impacts on your own practice. 2. Demonstrate insight and understanding of the designer's relationship with audiences, markets, consumers, participants, co-workers and co-creators and anticipate the direction of future products/services in response to these factors. 3. Display professional commitment and enterprise through personal initiative and independent action, together with ownership of and responsibility for your work 4. Understand the value of risk and set yourself appropriate but challenging tasks and solve design problems. 5. Apply resourcefulness and professional skills to support and manage your own practice and apply an entrepreneurial approach to design. FEEDBACK Formative feedback is provided at specific points of the module and is primarily focused on helping you to reflect on and evaluate your work as it is progressing. It helps you consider the work you have already undertaken and how this may be developed and improved. It also helps you to plan how you will progress with your work. Formative feedback will normally take place during tutorials, either individually or in small groups and on occasion in presentations and critiques. These sessions, and information about them can be found in the module schedule (scheme of work) available on the module Blackboard site. The feedback sessions that also involve your peers will often provide the opportunity for peer feedback and discussion about your work, which is a vital aspect of design learning. It is your responsibility to record the formative feedback you receive, but depending of the type of session, this may be recorded by your tutor on a Tutorial Record form. Summative feedback is provided at the end of the task and also involves your tutor grading your work. Feedback is focused on your completed work and on how well you have addressed the module learning outcomes, grading criteria and the submission requirements for the Task/Module. It will direct you to the areas in which you can improve in order to help

4 inform your future work. Summative feedback is always written, but on occasions may also be verbal. LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Please insert any core reading or resources that relate to the module and then add the following statement. The learning resources for this module will be set each year to reflect the specific nature of the project work involved. Consequently, the full details are listed in the module handbook. READIG LISTS Brassington, F. and Pettitt, S. (3rd Edition, 2002) Principles of Marketing. London, Pearson Higher Education. Caves, R. (2000) Creative Industries: Contracts Between Art and Commerce. Cambridge, Mass., Harvard University Press. Rose, C. (1999) Trade Secrets: Young British Talents Talk Business. London, Thames and Hudson. Sergeant, G. (2003) In at the Deep End: the Realities of Running a Small Business (Based on 50 Case Studies) Chichester, Harbour Press. West, A. (3rd Edition, 1998) A Business Plan: Build a Great Plan for the Growing Business. Harlow, Pearson Professional. Recommended Adair, J. (2006) 100 Greatest Ideas for Effective Leadership and Management. London, Capstone Publishing. Barrow, C., Brown, R. and Clarke, L. (2nd Edition, 2003) The Business Enterprise Handbook. London, Kogan Page. Carlson, C. (2006) Innovation: the Five Disciplines for Creating What Customers Want. ew York, Crown Publishers. Carter, C. and Jones-Evans, D. (2nd Edition, 2006) Enterprise and Small Business: Principles, Practice and Policy. London, Pearson Higher Education. Levinson, J. (1994) Guerilla Adverising: Cost-Effective Tactics for Small Business success. Boston, Houghton Mifflin. Levinson, J. (4th Edition, 2007) Guerilla Marketing: Easy and Inexpensive Strategies for Making Big Profits from Your Small Business. London, Piatkus Books. Marcello, M. (1996) How to Run and Run a Successful Multi-Disciplinary Design Company. London, Booth- Clibborn Editions. Parks, S. (2005) Small business Handbook. ew York, Prentice-Hall. Ridderstrale, J. and ordstrom, K. (2001) Funky Business. Harlow, Pearson Professional. Turner, M. (2004) The Unofficial Guide to Starting a Small Business. ew York, John Wiley and Sons. Recommended Websites

5 REVISIOS Date Dec 2012 May 2014 Reason Confirmed in UG Design Re/approval Modification to approved provision SECTIO 2 MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Yes Date the changes (or new module) will be implemented 09/2014 MODULE DELIVERY PATTER Module Begins Course Intake 1 Course Intake 2 Course Intake 3 Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below Module Ends Y What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade Y SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task o. 2 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance notes.