FASE TEORICA DEL AUTISMO - El deseo de incrementar el nivel de conocimiento en los padres radic

El deseo de incrementar el nivel de conocimiento en los padres radica en generar en ellos metas y expectativas objetivas y que sean logradas mediante la utilización de procesos

JORNADA 2: FASE TEORICA DEL AUTISMO

8. ASSESSMENT

Assessment task Length Weighting within unit (if

relevant) Due Date

Class Participation N/A 10% N/A

Short Reaction paper Max 2,000 words 20% Friday, Week 3

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adjustment of up to +/- 20% of the group mark

6 (week 6)

Final project Max 3,000 words 50% Final project

Class Participation (10%)

To keep with the pace of the course, students are asked to comment on weekly case studies and contribute to class discussion.

Reflection short papers (20%)

To help you integrate and think about the course materials, a short paper will be due in week 4. The paper should critically analyse a short case study not discussed in the lectures or a current topic. The case studies will be assigned in the first session. You are expected to use your knowledge of the course, reading materials and your past industry experience to critically analyse the case.

Group presentation (20%)

The class will be divided into groups of about 5 students each, and each group will pick up a market design or industry topic to prepare a PowerPoint presentation, which will take place in the last session. Potential topics will be posted on Blackboard well in advance and will be briefly discussed during the first session. The list of topics will include the impact of Kick-starters on the venture capital industries, the future of work, the future of online TV, and the impact of ICT on the global supply chain. Your grade on the team project will depend partly on (a) the overall quality of the presentation (analytical content) and (b) how your classmates will rate your team’s presentation to the class.

Long project (50%)

Each weekly lecture note will include a potential exam question, which requires applying the concepts and theories learnt in the lecture to a practical problem, such as the use of crowd-sourcing in product development / innovation. Three of these questions will form the exam. You will need to analyze one option.

Alternatively, students can opt to write a long essay (3000 words) on a pre-specified topic.

9. METHODS OF FEEDBACK TO STUDENTS

Formative feedback on group presentations (assessed), individual coursework assignment (assessed), and non-assessed case studies. Written feedbacks on individual assignments are also given.

10. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION

Week 3 & End of Course Unit Evaluation. In the 3rd week students are offered an opportunity to provide anonymous feedback on the course.

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11. STUDENT COURSE EVALUATION FEEDBACK

What did you like about this course and why:

1. The course is quite fresh in its content and introduced concepts and theory I have never come across before. Very interesting topics. I will encourage future classes to take this elective.

2. Almost everything. Very good explanations of the theory behind the “new

economy”. Approach of market design to consider the challenges and solutions to create a successful online/digital business.

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1. GENERAL INFORMATION

Academic Year 2015/16

Semester/Term Summer 2015 / Autumn 2015

Course Unit Title Entrepreneurship Project

Unit code BMBA 60002

Credit rating 30

Level 7

Degree programmes MBA

Contact hours 50hrs

Other Scheduled teaching and

learning activities None Pre-requisite units None

Co-requisite units None

Member of staff responsible Dr Martin Henery

Contact details and office hours [email protected]

Please e-mail the unit lecturer if an appointment is required

Other staff involved None

ECT 15 ECT

Notional hours of Learning 300 hrs 2. COURSE AIMS

The unit aims to:

• Enable individuals to undertake a process of creative problem-solving employing both convergent and divergent approaches to arrive at appropriate solutions.

• Provide individuals with the ability to develop and validate a business model and implementation roadmap that demonstrates how value (whether fiscal, social, creative, environmental or some mix of these) is to be created, delivered and captured for appropriate and relevant stakeholders whether users, clients, partners or customers

• Provide the student with real experience of the processes and activities involved in setting up and developing a new venture both as an individual and within a team

• Develop critical, reflective students who are able and comfortable to work with others and on their own on highly complex, unstructured problems, a necessity in a complex and rapidly changing world

This 30 credit unit aims to provide participants with a strong evidence-based grounding in both the academic theory and the practice relevant to entrepreneurial start-ups and their role in innovation and value creation. Through a combination of experiential learning and group-based project work, students will be able to familiarise themselves with all areas of entrepreneurial expertise necessary to found and develop a business enterprise.

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3. INTENDED LEARNING OUTCOMES

Category of outcome Students should be able to:

Knowledge and

understanding A1. Discuss the principle activities and key strategic issues that need to be considered when planning the formation of a new venture, social enterprise, community organisation or spin-out

A2. Describe how value in a business can be created, measured and realised through structured testing and validation of assumptions so mitigating the difficulties of planning in a start-up situation

Intellectual skills B1. Demonstrate an ability to recognize, analyse and respond to patterns in complex situations and environments discriminating real opportunities from a spectrum of possible ideas combined with an ability to innovate and offer creative solutions to challenging and complex problems drawing on the input of multiple stakeholder perspectives, requirements and constraints

B2. Critically evaluate issues and to make decisions in situations of ambiguity, uncertainty and risk in order to plan and develop strategy with a particular focus on stakeholders requirements, resource acquisition and risk mitigation.

Practical skills C1. Develop / establish hypotheses underpinning an organisations planning / strategy, and to test and to attempt to validate critical assumptions underpinning those hypotheses

C2. Employ a mix of iterative, discovery and learning processes in order to improve sense and decision making capabilities

Transferable skills and

personal qualities D1. Work effectively within a team in realistic circumstances of tight time schedules, rapid change and uncertainty similar to that experienced by individuals trying to develop a new start-up

D2. Garner and negotiate support for ideas and their value through effective communication and persuasion based on informed opinion backed up by the use of scenarios, business models, roadmaps and other appropriate visualization methods

4. COURSE CONTENT

The unit is divided into its two parts:

1. Intensive introductory lectures – week 1 (w/c 298/6/15*, 21/9/15‡ ) and week 3 (w/c

13/7/15*, 5/10/15‡) - * summer term, ‡ autumn term (see section 5 for more details).

2. The Project – week 2 (w/c 6/7/15*, 28/9/15 ‡) and weeks 4 to 7 (20/7/15 to 14/8/15*,

12/10/15 to 6/11/15 ‡) - * summer term, ‡ autumn term.

The project phase of the course, the students working in teams and supported by the learning from the more directed activities in weeks 1 and 3 undertake a process of creative problem- solving in order to develop and validate a business model and implementation roadmap that will create, deliver and capture value.

The project phase of the course has no fixed agenda, but will heavily focus on the lean start-up methodology of build, measure and learn. Students will be directed to visualise scenarios, develop hypotheses and to attempt to validate the underpinning critical assumptions

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strategies in light of the insights gained.

This ‘getting out of the building’ approach that lies at the heart of learn start-up methodology very much parallels the Manchester Method that underpins MBS’s MBA programme. Students need to become informed practitioners that can balance researching the literature with an ability to apply theory into practice and to then use reflection to learn from their practice.

Specifically students will be expected to be proactive in seeking to understand context and customer; to build scenarios that visualise objectives and end-points that can then be tested, validated and progressed in a structured way; and to continuously learn through reflection from working on practical problems both within teams and individually. Undertaking the project in this way should make participants more comfortable with formulating questions, uncertainty and gaps in their own knowledge, making sense of and acting on incomplete information, critically

evaluating knowledge and data, discovering patterns in analysis of rich data, and finally to lead, be led and to manage groups in complex, unstructured and uncertain situations.

As equally important as the methodology and processes are the thinking modes and a key focus for this unit is to nurture design thinking. A broader, more diverse form of collaboration

customer-centric/empathetic way of thinking that is integrative and interactive in terms of concept development. Abductive thinking (what might be) rather than inductive (what is) and deductive (what should be). The latter forms of thinking mode as valuable as they are seek to fit everything into existing templates rather than equipping individuals to deal with the unknowns and uncertainties of a more complex, rapidly changing world. In other words to develop a more entrepreneurial way of thinking.

The entrepreneurial process can be thought of in simplified terms as the bringing together of an opportunity and an entrepreneur with the latter than putting together and resourcing the organisation needed to create and capture value for themselves and their stakeholders.

The unit looks in details at one of the principal steps in that process which is the identification of the opportunity and the subsequent development of the business model. Rae defines an

opportunity as the ‘potential for change, improvement or advantage arising from our action in the circumstances’. This definition is used in this unit as it allows for a much broader range of

opportunities to be considered, i.e. commercial, societal or environmental. To be effective in this process requires a broad range of information from many different sources, some secondary and some primary. A key characteristic of the entrepreneur is the way they seem to process and link information so enabling opportunities to be spotted that perhaps others wouldn’t see. In the supporting workshops and lectures, students will learn about the various methods for obtaining market intelligence, how to analyse and to make sense of that research in order to identify, evaluate and refine valuable opportunities. The ultimate aim is to be able to develop a viable business model indicating how value is to be created and for whom; how it will be delivered and how value will be captured by the various stakeholders.

From here, the teams will explore and evaluate the options open to an entrepreneur wishing to create and develop a new venture be it a standard commercial business, a social enterprise or a spin-out (whether from a University or from an existing business). They will develop an

understanding of the typical strategic issues faced in this situation as well as researching in depth those felt to be of critical importance to the client business they are working on. Within their teams, the course participants they will develop and validate a business model and

79 | P a g e Assessment will be through two group presentations, the first to pitch the proposal and how the group plan to validate it and the second, to pitch the validated proposal and implementation plan. The students will complete an individual report at the end of the unit which will reflect on the process, the product as well as their own personal development. Early and regular opportunities for formative feedback will be provided through the unit.

5. METHODS OF DELIVERY (INCLUDING THE USE OF E-LEARNING)

Facilitated learning activities 50 hours

(including but not limited to lectures, seminars and workshops) Independent learning activities 250 hours

(including but not limited to coursework assignments and group-based project work) Blackboard content for this unit includes: unit spec, assessment, lecture notes, group-work Student guidance is initially provided through a balance of formal lectures, informal interaction during this process, followed by personal tutoring during the fieldwork stages of the project. Teaching

Initial learning will occur in weeks 1 and 3 through workshops and more formal teaching methods. These activities are designed to give students a strong conceptual grounding in the tools, techniques and approaches in a range of topics, i.e. opportunity spotting, creative problem solving, assumption and scenario testing, value-added milestone planning and development of strategy. These topics will help students to prepare for the project and fieldwork-based second stage of the course. During this phase of the course, students will be able to start to generate ideas of their own and to share and discuss with their peers and lecturing staff.

Project / Fieldwork

The practical part of the entrepreneurship project that follows will build on the above initial lectures as individuals or groups of students work together to through the various phases of opportunity spotting, solution development and testing, and implementation planning.

Throughout this phase of the course, whether as individuals or in groups, students will receive close guidance and supervision from the unit leader. However, students will be encouraged to utilise other contacts such as potential customers, start-up practitioners and entrepreneurs, industry and market experts, as well as other stakeholders such as suppliers, manufacturers and contractors. Thus, this course will provide in the initial stages formal lecturing (supported by informal discussions outside the lectures), and face to face tutoring on a regular basis during this fieldwork phase, to be provided as frequently as the student or group of students, see fit. However, students will be strongly advised that regular meetings with their tutor are highly recommended in order that the students and their supervisor are satisfied with the progress of the project. It is essential that both parties are happy with the work that is being produced in order that both the presentation of results and the final report is academically and practically sound. To this end there will be numerous opportunities for formative feedback.

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6. LEARNING RESOURCE DETAILS