Description
This particular description in regard to linking innovation and new venture creation module 1 (entrepreneurship training programme).
Generic Skills Module 2009/2010 Teaching and Supporting Learning (TSL)
*Module title: Teaching and Supporting Learning (TSL)
*ECTS Allocation: 5 ECTS
*Module Coordinator: Dr. Jacqueline Potter, Centre for Academic Practice and Student
Learning (CAPSL)
Teaching Staff: CAPSL and/or School staff (as co?deliverers or mentors)
*Rationale: The proposed module contributes to CAPSL’s role to improve the
undergraduate learning experience as well as providing a rich skills’ development
opportunity for postgraduate tutors, demonstrators and teachers. It is informed by: (i)
recent CAPSL?GSU collaborative research (Collins 2009
1
) on postgraduate teaching within
College. This suggested a high demand for teaching posts, for accredited professional
development and for support from the College and Schools; (ii) attendance and evaluation
data from existing central postgraduate teaching workshops, (iii) estimates of the number of
postgraduates teaching, tutoring and demonstrating within and across Schools; and (iv)
interest from Schools for tailored support within disciplinary contexts.
The Teaching and Supporting Learning module proposed by CAPSL relates most specifically
to the communication skills strand of the IUA Graduate Skills Statement. It also contributes
to the personal effectiveness and development and career management strands.
Module Aims: The module exposes postgraduates to the educational discourses on
teaching at university level. Each participant develops an individual teaching philosophy and
explores the praxis of their teaching: the link between their espoused theory and their
classroom practice. This takes place within a supportive peer group who share practice,
insight and develop a scholarly approach to teaching, assessment and evaluation, using
evidence and critical reflection.
*Module Learning Outcomes: On successful completion of this module, students will be
able to:
1. Design, deliver and evaluate a small or large group session to enable student learning e.g.
a tutorial, demonstration, field trip, seminar or lecture;
2. Engage with and reflect on various sources of evidence and scholarship to evaluate and
improve their teaching practice;
3. Demonstrate critical reflection on personal teaching practice within their disciplinary
contexts;
4. Complete a personal teaching portfolio which may assist them in future teaching and
employment opportunities;
5. Devise appropriate strategies for further professional development of their teaching
practice.
1
Collins, N. (2009). Supporting, recognizing and rewarding postgraduate students who teach at a research
university. Unpublished M.Ed. Thesis, Queens University Belfast.
1
Generic Skills Module 2009/2010 Teaching and Supporting Learning (TSL)
*Teaching and Learning Methods, including contact hours: The module comprises a
compulsory core of 19 contact hours and a possible further 6 contact hour teaching sessions
that may be drawn from CAPSL provision or other teaching development initiatives or
events. The remainder of the learning, up to the maximum total of 125 learning hours for
the module, comprise the individual student’s regular teaching preparation and delivery,
guided and self?directed study, and the development of a teaching portfolio for assessment.
Face?to?face sessions are highly interactive and supported by key resource materials
available online. All CAPSL module resources follow the Trinity College accessibility policy.
*Syllabus: The core compulsory module elements comprise face?to?face teaching sessions
on: designing small group teaching; teaching students in small groups; assessing student
learning and providing effective feedback; developing a teaching portfolio. In addition,
students may choose two options from the following: preparing and delivering a lecture or
presentation; developing a module; presentation skills; using technology and e?learning in
teaching. Students are free to substitute optional sessions offered in Trinity College,
including School or discipline based initiatives or events.
*Assessment: The module is assessed through the production and submission of a teaching
portfolio. Under some circumstances, students may negotiate to APEL attendance at
teaching sessions. Each teaching portfolio comprises a teaching philosophy statement and
other written assignments related to the student’s teaching practice, educational theory,
curriculum planning and design and critical reflections on their learning. Each teaching
session requires students to produce specific items for inclusion in the teaching portfolio
(see module handbook for further details). Depending on what optional teaching sessions
are chosen, the teaching portfolio will include other elements, for example, presentations
and detailed course outlines.
Prerequisites: Module participants are expected to have attended the Introduction to
Teaching and Supporting Learning (one day introductory course for postgraduate teachers,
tutors and demonstrators delivered by CAPSL), or equivalent, and to be teaching concurrent
to attendance on the module.
Role of the School: Students wishing to enrol in the module will have School approval
arranged through their supervisor. Schools may be asked to confirm that the student has
adequate teaching duties in order to participate fully in the module, fulfil the accreditation
requirements and complete the teaching portfolio.
Role of the Supervisor: Students wishing to register for the module need to have the full
support of their supervisor or other nominated senior academic in their department who
will act as a discipline?based mentor. While CAPSL teaching staff will offer formative
feedback and commentary on portfolios, the supervisor/nominee will oversee and confirm
the completion of the portfolio for the award of credit.
*Evaluation of the module: Student feedback will be collected at the end of the core
teaching sessions. CAPSL will also seek evaluation input from supervisors and other relevant
staff members. A systematic review of the module and its related materials will be
conducted at the end of the academic year.
2
Generic Skills Module 2009/2010 Teaching and Supporting Learning (TSL)
*Indicative Reading and Resources:
Exley, K. and Dennick. R. (2004) Small Group Teaching: Tutorials, Seminars and Beyond. Routledge
Falmer: London.
Forster, F., Hounsell, D. and Thompson, S. (1995) Tutoring and Demonstrating: A Handbook. Centre
for Teaching, Learning and Assessment, The University of Edinburgh in association with the UCoSDA.
Available at:http://www.tla.ed.ac.uk/services/tutdems/handbook.htm.
Fry, H., Ketteridge, S. and Marshall, S. (eds.) (2002) A Handbook for Teaching and Learning in Higher
Education: Enhancing Academic Practice. Routledge: London.
Hanratty, O. and O’Farrell, C. (2007) ‘Reflective Teaching Portfolios for Continuous Professional
Development at Trinity College Dublin’ in, O’Farrell, (ed.) Teaching Portfolio Practice in Ireland: A
Handbook. AISHE: Dublin. Available at:http://www.aishe.org/readings/2007?2/chap?07.pdf
Markey, A. (2008) In at the Deep End: Starting to Teach in Higher Education, adapted from the
original text by Phil Race. NAIRTL: Cork.
Morss, K. and Murray, R. (2005) Teaching at University: A Guide for Postgraduates and Researchers.
Sage: London.
3
Generic Skills Module 2009/2010
*Module title: Planning and Managing Your Research and Your Career
*ECTS Allocation: 5 ECTS
*Module Coordinator: Dr. Tamara O’Connor, Student Learning Development;
Sarah Ryan, Careers Advisory Service; and Peter Connell, IS Services.
Teaching Staff: Staff of the Student Learning Development and Student
Counselling Service; Careers Advisory Service; and IS Services.
*Rationale:
The module intends to equip postgraduate research students with the skills
necessary to successfully plan and manage their research and career, and
thereby ensure full contribution of their knowledge and skills to the wider
society. The IUA Graduate Skills Statement (2008) identified several generic
skills important to postgraduate education and this module addresses the
following: career management, communication skills, personal
effectiveness/development, team working and leadership. The module is also
informed by demand for and student feedback on postgraduate workshops
delivered through the ‘Postgraduate Skills Development Summer School’ and
throughout the year by individual services, demand for one-to-one student
learning and careers meetings, and requests from individual Schools for
workshop input from the individual services.
Module Aims:
The module aims to provide postgraduate research students with opportunities
to develop and practise transferable skills related to their personal and
professional development. The focus is on informal, formal and self-directed
activities to increase student effectiveness relevant to planning and managing
their research and their career.
*Module Learning Outcomes:
On successful completion of this module, students will be able to:
• Identify and apply strategies and tools to help them manage the research
process and successfully complete their degree (e.g. creating thesis
template, starting and maintaining thesis writing process).
• Plan and manage their time and resources including dealing with
procrastination, balancing demands and managing stress.
• Effectively communicate their research knowledge and transferable skills
through posters, oral presentations, their curriculum vitae, and at
interview.
• Develop a career action plan which includes reflection on the skills they
have to offer employers, sources of relevant opportunities and strategies
for taking the creative approach to job-seeking (including networking).
• Identify and understand factors that impact on team such as task, team
role and team dynamics; identify the strengths and weaknesses of their
own personal team working style; and be able to apply solutions to
barriers in order to maximise team performance.
* required field
Generic Skills Module 2009/2010
*Teaching and Learning Methods, including contact hours:
The module includes a series of experiential workshops totalling 37 contact
hours. Students are required to attend a minimum of 30 hours of face-to-face
workshops, depending on their individual needs and in consultation with their
supervisor. The remainder of the learning, up to the maximum 125 learning
hours for the module, is made up of self-study (online and reading material) and
practical assessments directly related to planning and managing the individual
student’s research and career. Experiential workshops include group work,
reflective exercises and development of individual research and career planning
and management tools. Key resource material will be available online.
*Syllabus:
The core module elements include face-to-face workshop sessions on: research
planning and time management, career planning, planning thesis production
using word, developing critical writing, effective presentations, creating effective
conference posters, team working, stress management & defeating self-
sabotage, thesis writing process, job hunting essentials: self-presenting, through
job applications and at interview, and at the Viva .
*Assessment:
The module is assessed through evidence of the practical application of the
module learning to planning and managing the individual student’s research and
career. Students are required to submit a personal plan for their research and
career building strategies for the remaining time of their PhD. The plan is
submitted to, and discussed with their supervisor. Students are also required to
demonstrate their learning by creating a conference poster and delivering a
presentation using PowerPoint in consultation with their supervisor. Finally,
students are required to submit a CV and cover letter tailored to a particular
position either within or outside academia. This is submitted to CAS for review
and then returned via the student’s supervisor.
Prerequisites: None required
Role of the School: Students wishing to enrol on the module will have School
approval arranged through their supervisor.
Role of the Supervisor: Students wishing to register for this module need to
have the full support of their research supervisor. The research supervisor will
be required to oversee and confirm the completion of the various assignments
(as listed above) for the award of ECTS credits.
*Evaluation of the module:
Student feedback will be collected at individual workshop sessions, and a follow-
up evaluation will be carried out at the end of the completed module.
Supervisor feedback will also be collected to inform the review and development
of the module.
* required field
Generic Skills Module 2009/2010
*Indicative Reading and Resources:
Allen, D. (2001). Getting things done: How to achieve stress-free
productivity. London: Piatkus Books Ltd.
Kearns, H & Gardiner, M. (2008). The balanced researcher. Cambridge:
Careers Research and Advisory Centre (CRAC) Ltd.
Kumar, Arti (2008) Personal, Academic and Career Development in Higher
Education: Soaring to Success London: Routledge
Murray, R. (2002). How to write a thesis. Philadelphia: Open University
Press.
Murray, R. (2003). How to survive your viva. Maidenhead: Open
University Press.
PORT (Postgraduate Online Research Training) Project, Institute of
Germanic & Romance Studies, University of London. Available at:http://port.igrs.sas.ac.uk/
Wisker, G. (2001). The postgraduate research handbook. Basingstoke:
Palgrave.
Careers Advisory Service website www.tcd.ie/careers section for
postgraduate researchers including self-assessment tools, guides to
various employment sectors etc.
Vitae Researchers Portal www.vitae.ac.uk
IS Services website for course notes. Available at:http://isservices.tcd.ie/training/word.php andhttp://isservices.tcd.ie/training/powerpoint.php
Student Learning Development website for information on self-
management, communication skills and teamwork areas. Available at:http://www.tcd.ie/Student_Counselling/student-
learning/postgraduates.php
* required field
Generic Skills Module 2009/2010
*Module title: Graduate Information Skills
*ECTS Allocation: 5 ECTS
*Module Coordinators: Isolde Harpur and David Macnaughton
Teaching Staff: Library
*Rationale: To participate effectively in today’s knowledge?based society, individuals need
to be information literate. The quality of students’ research depends on their ability to
locate, analyse and use information skilfully and appropriately. The Graduate Information
Skills module will help students do this.
This module is aimed at postgraduate research students completing a PhD or a Research
Masters. It guides students through the initial literature search; to the analysis,
interpretation and evaluation of information found; and to the subsequent publication and
dissemination of original information generated through their own research.
The module contributes to the research skills and awareness and the ethics and social
understanding strands of the IUA Graduate Skills Statement.
*Module Learning Outcomes: On successful completion of this module, students will be
able to:
1. Place Information Literacy in the context of their research
2. Find the relevant literature/key resources and learn how to search them effectively
3. Evaluate research results
4. Track down results and keep up?to?date
5. Manage information
6. Use information ethically
7. Identify how to publish and disseminate their work
*Teaching and Learning Methods, including contact hours: The module has its own website
which is hosted by the HEA:http://www.informationliteracy.ie. It has been enriched by a
variety of multimedia options. Students will work through the online module themselves. A
“user’s guide” will be available for them to download. Ideally, each of the seven units
should be taken sequentially, to gain optimal benefit from the module. However, students
can choose to select appropriate units as required for their own research. The module
includes a range of examples and practical exercises to reinforce students’ knowledge.
In conjunction with the self?directed study described above, the Library will offer
supplementary face?to?face workshops for some of the units. Total teaching time will be 14
hours maximum. Students will also be encouraged to take part in other established
information skills training programmes in the Library, in particular the sessions on EndNote.
* required field
Generic Skills Module 2009/2010
*Syllabus: The module elements comprise an introduction to information literacy; database
searching; critically evaluating a search; tracking down results and keeping up?to?date;
managing information (EndNote); and publishing and disseminating research.
*Assessment: (a) Summative ? Assessment for the module will be embedded in the
student’s research, e.g. completion of library assignments as part of the student’s literature
review.
(b) Formative ? Each unit in the online module will have a worksheet which students will be
asked to download and complete in paper?based format. The completed worksheets are
designed to act as an Information Literacy learning journal, capturing the student’s
reflections on a particular subject area.
Role of the Supervisor: Students wishing to register for the module need to have the full
support of their supervisor or other nominated senior academic in their department.
Assessment of the Graduate Information Skills module will be embedded in the student’s
research and the librarian will collaborate with the supervisor on how this should be done
and how it will be marked. The supervisor/nominee will oversee and confirm the
completion of the piece of work for the award of credit.
*Evaluation of the module: An evaluation sheet will be distributed at the end of the
teaching sessions. The Library will also seek evaluation input from supervisors and other
relevant staff members. A systematic review of the module and its related materials will be
conducted at the end of the year.
*Indicative Reading and Resources: Each unit in the online module has a list of web
resources to support additional learning. Seehttp://www.informationliteracy.ie for further
details.
* required field
Generic Skills Module 2009/2010
*Module title: Linking Innovation and New Venture Creation – Module 1
(Entrepreneurship Training Programme)
*ECTS Allocation: 5 ECTS
*Module Coordinator: Mrs Bridget Noone, Trinity Research & Innovation
Teaching Staff: Dr Eoin O’Neill, Adjunct Lecturer in Entrepreneurship, TCD Business
School staff, TCD Entrepreneurs and External Entrepreneurs,
Consultants and practitioners
*Rationale:
Entrepreneurship development is now central to Trinity College policy for postgraduate education to
enhance Trinity’s contribution to the building of a knowledge driven economy and to promote an
entrepreneurial culture among the community of researchers. This module is targeted at the
postgraduate community and its objective is to create an entrepreneurial environment with a range
of outcomes which will benefit all stakeholders – staff, students and the wider College community.
It is envisaged that the successful execution of this programme will lead to change in the mindset of
the postgraduate students, which will enable them to become entrepreneurial in their thinking,
planning and delivery of new knowledge products and services. Education of the university
community about entrepreneurship is a key element and the entire university community has a role
to play in this. Additionally, to date the programme has been provided on an interdisciplinary basis
and it is important that this interdisciplinary nature is maintained. Awakening their ability to use
their creative and analytical skills to identify the new business opportunity is a key outcome.
The Linking Innovation and New Venture Creation module proposed by Trinity Research and
Innovation relates most specifically to the Entrepreneurship and Innovation strand of the
IUA Graduate Skills Statement. It also contributes to the personal effectiveness/
development, team?working and leadership and career management strands.
Module Aims:
The purpose of this module is to enable students to think creatively and analytically about
the potential of new knowledge, often from research, as a basis for innovation in existing
products or services or in the creation of entirely new businesses. The module empowers
postgraduates to explore the requirements and skills necessary to set up a new business
venture that relies in part on their research to provide a new or an improved product or
service to an identified profitable market. The objective is that they will consider
Entrepreneurship as a viable career option through the creation of a new company start?up,
based on their new ideas, or joining an existing research?based new company.
*Module Learning Outcomes:
On successful completion of this module, students will be able to identify and understand:
1) The Generic effect of higher education which is readily applicable to
entrepreneurship, i.e. leveraging existing university education to understand the
* required field
Generic Skills Module 2009/2010
traits of successful entrepreneurs – self?confidence, perseverance, diligent
application, long hours and uncertain reward.
2) Entrepreneurial behaviour: observing opportunity, calculating risk, identifying risk
reduction strategy and appropriate networking. Empathy with the
entrepreneurial struggle – loneliness, responsibility for self and others, measured
risk taking
3) Communication – they will understand the distinction between communication with
one’s peers in their subject area and one’s audience in a business proposition.
4) Motivation to Entrepreneurship: This is brought about through use of the
Entrepreneurs’ Forum sessions which provide real?life stories of the entrepreneurial
journey – successes and failures. This creates awareness and a belief that it can be
done by them reducing the perception that entrepreneurship is not a high level
intellectual activity.
5) How to identify a new idea based on new knowledge and in an inter?disciplinary area
relating to research; carry out an opportunity evaluation. Assess whether the
project is worthy of the investment of time and resources required to construct a
detailed business plan.
*Teaching and Learning Methods, including contact hours:
Module 1 consists of 9 workshops with a core of 27 contact hours. These workshops are
highly interactive and supported by key resource materials:
1) Case studies from individual entrepreneurs
2) Case studies that are landmarks in knowledge?based new venture creation
3) Workshops analysing critical issues that arise
4) Team building exercises and brainstorming
5) Opportunity evaluation.
*Syllabus:
The core compulsory module elements comprise face?to?face interactive workshops on:
The Roadmap to the Venture, A Successful invention, New Idea Generation Process,
Opportunity Recognition/Value Proposition, Team Building, Introduction to Sales &
Marketing, Financing the New Venture, Communications Part 1, Group Workshop on New
Ideas
*Assessment:
Formative Assessment. It is intended to use a number of questionnaires (mandatory) given
to the students at the end of each activity. They are invited to summarise some of the
telling messages they extracted from the entrepreneurship workshops. In subsequent
lectures it becomes possible to introduce some corrective or alternative viewpoints to the
students in a non?confrontational manner.
Summative Assessment: Based on the written opportunity assessment Report which
students will be required to produce at the end of Module 1. The marking system will be
one which has been used since 2004 on the TCD Business School/Research & Innovation
MBA Innovation Project where students are marked on criteria:
* required field
Generic Skills Module 2009/2010
1) Understanding of issues, clarity in communication, management of meetings, focus
2) Rigour of analysis – focus, identification of issues, insight
3) Application of theory, concepts, models – appropriateness, quality of application
4) Ability to manage the project in an effective and timely manner
Prerequisites: None. It is envisaged that students will continue on and complete Module 2.
Role of the School: We see the role of the School as being actively supportive of
postgraduate students who wish to participate in the module. It is possible to deliver this
module over a four?day period to individual Schools. If Schools request this option, then the
role of the School is to encourage sufficient students to participate and to gain most benefit
from the module. In this event, we would ask the Schools to provide a mentor to the group
who will enable students to learn how to evaluate commercial potential in the expert
knowledge areas of the students’ research and then to apply the same skills to knowledge
intensive ideas generally.
Role of the Supervisor: Students wishing to register for the module must have the full
support of their supervisor or other nominated senior academic in their School with
sufficient experience or knowledge of commercial practice to provide guidance to the
student, relevant to the student’s discipline. The supervisor should be involved in the
assessment of the final output and the award of credit.
*Evaluation of the module:
Students will be invited to provide feedback at the end of the module, through an
evaluation form which they will complete and return to the coordinator. Feedback will also
be invited from supervisors and other relevant staff members. A systematic review of the
two modules (Module 1 and Module 2) will be conducted at the end of the academic year.
*Indicative Reading and Resources:
Mullins, John W (2006 2
nd
edition) The New Business Road Test (What entrepreneurs and
executives should do before writing a business plan). Pearson Education, Harlow, UK.
Kelley, Tom and Littman, Jonathan (2001) The Art of Innovation. Random House, New York
Birley, Sue and Muzyka, Daniel F (1997) Mastering Enterprise. Pitman Publishing, UK
Kawasaki, Guy 2004 The Art of the Start. Penguin Group, New York
National Council for Graduate Entrepreneurship (March 2007), Good Practice in Enterprise
Development in UK Higher Education.
Stanford University, Stanford Technology Ventures Program.
Website: http://stvp.stanford.edu/
Cornell University, Entrepreneurship@Cornell. Website: http://epe.cornell.edu/
Ewing Marion Kauffman Foundation. Website: http://www.kauffman.org/
* required field
Generic Skills Module 2009/2010
*Module title: Creating the Knowledge?driven Venture ? Module 2
Entrepreneurship Training Programme
*ECTS Allocation: 5 ECTS
*Module Coordinator: Mrs Bridget Noone, Trinity Research & Innovation
Teaching Staff: Dr Eoin O’Neill, Adjunct Lecturer in Entrepreneurship, TCD
Business School staff, TCD Entrepreneurs and External
Entrepreneurs, Consultants and practitioners
*Rationale:
Entrepreneurship development is now central to Trinity College policy for postgraduate education to
enhance Trinity’s contribution to the building of a knowledge driven economy and to promote an
entrepreneurial culture among the community of researchers. This module is targeted at the
postgraduate community and its objective is to create an entrepreneurial environment with a range
of outcomes which will benefit all stakeholders – staff, students and the wider College community.
It is envisaged that the successful execution of this programme will lead to change in the mindset of
the postgraduate students, which will enable them to become entrepreneurial in their thinking,
planning and delivery of new knowledge products and services. Education of the university
community about entrepreneurship is a key element and the entire university community has a role
to play in this. Additionally, to date the programme has been provided on an interdisciplinary basis
and it is important that this interdisciplinary nature is maintained. Awakening their ability to use
their creative and analytical skills to identify the new business opportunity is a key outcome.
The module “Creating the Knowledge?driven Venture” proposed by Trinity Research and
Innovation relates most specifically to the Entrepreneurship and Innovation strand of the
IUA Graduate Skills Statement. It also contributes to the personal effectiveness/
development, team?working and leadership and career management strands.
Module Aims:
The purpose of this module is to provide the participants with an understanding of the new
venture creation process, from identification of business development needs, knowing what
to look for and how and where to look for necessary answers, effective management of
stakeholder relationships, through to the planning and execution of the business plan from
lab to marketplace.
*Module Learning Outcomes:
On successful completion of this module, students will be able to understand:
1) The overall management of the process of starting with an idea and creating a new
business division or function in an existing company, or a new company.
2) Business development needs
3) Effective management of stakeholder relationships
4) Technical Issues relating to commercialisation: Intellectual Property, Licences,
Communications, Team Building, legal issues and how to manage these issues to
deliver value
* required field
Generic Skills Module 2009/2010
5) The evolution of a business plan over time and how to execute this to build a
sustainable business, through to securing the human and financial resources (capital)
required.
*Teaching and Learning Methods, including contact hours:
The module consists of 11 workshops with a core of 33 contact hours. These workshops are
highly interactive and supported by key resource materials. This module is project?based
and the participants will work in teams. They will present their business idea to a panel of
judges at the end of the module. It is expected that the teams will do work outside of the
workshops in order to prepare their project for the final presentation up to a maximum of
20 hours with separate individual roles for each team member.
*Syllabus:
The core compulsory module elements comprise face?to?face teaching sessions on:
Interviews on New Venture Projects, Intellectual Property, Legal and Corporate Issues,
Business Planning Process, Handling Money in the Venture, Sales & Marketing (4
workshops), Communication of the New Venture Project, Public communication for Project
and Company.
*Assessment:
Formative Assessment. Students will be in teams for this module. It is intended to use a
number of questionnaires (mandatory) given to the students at the end of each activity.
They are invited to summarise some of the telling messages they extracted from the
entrepreneurship workshops. This will enable them to build their outline business plan
from which they will prepare their presentation which will be delivered to the Judging Panel.
Summative Assessment: Based on the Presentation to the Judging Panel which students
will be required to do at the end of Module 2. The marking system will be one which has
been used since 2004 on the TCD Business School/Trinity Research & Innovation MBA
Innovation Project where students are marked on criteria:
1) Understanding of issues, clarity in communication, management of meetings, focus
2) Rigour of analysis – focus, identification of issues, insight
3) Application of theory, concepts, models – appropriateness, quality of application
4) Ability to manage the project in an effective and timely manner
Prerequisites: Module 2 participants must have completed Module 1 – Linking Innovation
and New Venture Creation.
Role of the School: Continue to support the students and to provide mentors for technical
aspects of the business plan analysis.
As for Module 1, we see the role of the School as being actively supportive of postgraduate
students who wish to participate in the module. It is possible to deliver this module over a
four?day period to individual Schools. If Schools request this option, then the role of the
School is to encourage sufficient students to participate and to gain most benefit from the
module. In this event, we would ask the Schools to provide a mentor to the group who will
enable students to learn how to evaluate commercial potential in the expert knowledge
areas of the students’ research and then to apply the same skills to knowledge intensive
ideas generally.
Role of the Supervisor: Students wishing to register for the module must have the full
support of their supervisor or other nominated senior academic in their School with
* required field
Generic Skills Module 2009/2010
sufficient experience or knowledge of commercial practice to provide guidance to the
student, relevant to the student’s discipline. The supervisor should be involved in the
assessment of the final output and the award of credit.
*Evaluation of the module:
Students will be invited to provide feedback at the end of the module, through an
evaluation form which they will complete and return to the coordinator. Feedback will also
be invited from supervisors and other relevant staff members. A systematic review of the
two modules (Module 1 and Module 2) will be conducted at the end of the academic year.
*Indicative Reading and Resources:
Dorf, Richard C and Byers, Thomas H (2005) Technology Ventures: From Idea to Enterprise.
McGraw?Hill, New York
O’Kane, Brian (2003) Starting a Business in Ireland a Comprehensive Guide and Directory.
Oaktree Press, Cork.
Timmons, Jeffry A, Spinelli, Stephen (2003) New Venture Creation : Entrepreneurship for the
21
st
Century. McGraw?Hill/Irwin, New York
National Council for Graduate Entrepreneurship (March 2007), Good Practice in Enterprise
Development in UK Higher Education.
Stanford University, Stanford Technology Ventures Program.
Website: http://stvp.stanford.edu/
Cornell University, Entrepreneurship@Cornell. Website: http://epe.cornell.edu/
Ewing Marion Kauffman Foundation. Website: http://www.kauffman.org/
* required field
doc_487107530.pdf
This particular description in regard to linking innovation and new venture creation module 1 (entrepreneurship training programme).
Generic Skills Module 2009/2010 Teaching and Supporting Learning (TSL)
*Module title: Teaching and Supporting Learning (TSL)
*ECTS Allocation: 5 ECTS
*Module Coordinator: Dr. Jacqueline Potter, Centre for Academic Practice and Student
Learning (CAPSL)
Teaching Staff: CAPSL and/or School staff (as co?deliverers or mentors)
*Rationale: The proposed module contributes to CAPSL’s role to improve the
undergraduate learning experience as well as providing a rich skills’ development
opportunity for postgraduate tutors, demonstrators and teachers. It is informed by: (i)
recent CAPSL?GSU collaborative research (Collins 2009
1
) on postgraduate teaching within
College. This suggested a high demand for teaching posts, for accredited professional
development and for support from the College and Schools; (ii) attendance and evaluation
data from existing central postgraduate teaching workshops, (iii) estimates of the number of
postgraduates teaching, tutoring and demonstrating within and across Schools; and (iv)
interest from Schools for tailored support within disciplinary contexts.
The Teaching and Supporting Learning module proposed by CAPSL relates most specifically
to the communication skills strand of the IUA Graduate Skills Statement. It also contributes
to the personal effectiveness and development and career management strands.
Module Aims: The module exposes postgraduates to the educational discourses on
teaching at university level. Each participant develops an individual teaching philosophy and
explores the praxis of their teaching: the link between their espoused theory and their
classroom practice. This takes place within a supportive peer group who share practice,
insight and develop a scholarly approach to teaching, assessment and evaluation, using
evidence and critical reflection.
*Module Learning Outcomes: On successful completion of this module, students will be
able to:
1. Design, deliver and evaluate a small or large group session to enable student learning e.g.
a tutorial, demonstration, field trip, seminar or lecture;
2. Engage with and reflect on various sources of evidence and scholarship to evaluate and
improve their teaching practice;
3. Demonstrate critical reflection on personal teaching practice within their disciplinary
contexts;
4. Complete a personal teaching portfolio which may assist them in future teaching and
employment opportunities;
5. Devise appropriate strategies for further professional development of their teaching
practice.
1
Collins, N. (2009). Supporting, recognizing and rewarding postgraduate students who teach at a research
university. Unpublished M.Ed. Thesis, Queens University Belfast.
1
Generic Skills Module 2009/2010 Teaching and Supporting Learning (TSL)
*Teaching and Learning Methods, including contact hours: The module comprises a
compulsory core of 19 contact hours and a possible further 6 contact hour teaching sessions
that may be drawn from CAPSL provision or other teaching development initiatives or
events. The remainder of the learning, up to the maximum total of 125 learning hours for
the module, comprise the individual student’s regular teaching preparation and delivery,
guided and self?directed study, and the development of a teaching portfolio for assessment.
Face?to?face sessions are highly interactive and supported by key resource materials
available online. All CAPSL module resources follow the Trinity College accessibility policy.
*Syllabus: The core compulsory module elements comprise face?to?face teaching sessions
on: designing small group teaching; teaching students in small groups; assessing student
learning and providing effective feedback; developing a teaching portfolio. In addition,
students may choose two options from the following: preparing and delivering a lecture or
presentation; developing a module; presentation skills; using technology and e?learning in
teaching. Students are free to substitute optional sessions offered in Trinity College,
including School or discipline based initiatives or events.
*Assessment: The module is assessed through the production and submission of a teaching
portfolio. Under some circumstances, students may negotiate to APEL attendance at
teaching sessions. Each teaching portfolio comprises a teaching philosophy statement and
other written assignments related to the student’s teaching practice, educational theory,
curriculum planning and design and critical reflections on their learning. Each teaching
session requires students to produce specific items for inclusion in the teaching portfolio
(see module handbook for further details). Depending on what optional teaching sessions
are chosen, the teaching portfolio will include other elements, for example, presentations
and detailed course outlines.
Prerequisites: Module participants are expected to have attended the Introduction to
Teaching and Supporting Learning (one day introductory course for postgraduate teachers,
tutors and demonstrators delivered by CAPSL), or equivalent, and to be teaching concurrent
to attendance on the module.
Role of the School: Students wishing to enrol in the module will have School approval
arranged through their supervisor. Schools may be asked to confirm that the student has
adequate teaching duties in order to participate fully in the module, fulfil the accreditation
requirements and complete the teaching portfolio.
Role of the Supervisor: Students wishing to register for the module need to have the full
support of their supervisor or other nominated senior academic in their department who
will act as a discipline?based mentor. While CAPSL teaching staff will offer formative
feedback and commentary on portfolios, the supervisor/nominee will oversee and confirm
the completion of the portfolio for the award of credit.
*Evaluation of the module: Student feedback will be collected at the end of the core
teaching sessions. CAPSL will also seek evaluation input from supervisors and other relevant
staff members. A systematic review of the module and its related materials will be
conducted at the end of the academic year.
2
Generic Skills Module 2009/2010 Teaching and Supporting Learning (TSL)
*Indicative Reading and Resources:
Exley, K. and Dennick. R. (2004) Small Group Teaching: Tutorials, Seminars and Beyond. Routledge
Falmer: London.
Forster, F., Hounsell, D. and Thompson, S. (1995) Tutoring and Demonstrating: A Handbook. Centre
for Teaching, Learning and Assessment, The University of Edinburgh in association with the UCoSDA.
Available at:http://www.tla.ed.ac.uk/services/tutdems/handbook.htm.
Fry, H., Ketteridge, S. and Marshall, S. (eds.) (2002) A Handbook for Teaching and Learning in Higher
Education: Enhancing Academic Practice. Routledge: London.
Hanratty, O. and O’Farrell, C. (2007) ‘Reflective Teaching Portfolios for Continuous Professional
Development at Trinity College Dublin’ in, O’Farrell, (ed.) Teaching Portfolio Practice in Ireland: A
Handbook. AISHE: Dublin. Available at:http://www.aishe.org/readings/2007?2/chap?07.pdf
Markey, A. (2008) In at the Deep End: Starting to Teach in Higher Education, adapted from the
original text by Phil Race. NAIRTL: Cork.
Morss, K. and Murray, R. (2005) Teaching at University: A Guide for Postgraduates and Researchers.
Sage: London.
3
Generic Skills Module 2009/2010
*Module title: Planning and Managing Your Research and Your Career
*ECTS Allocation: 5 ECTS
*Module Coordinator: Dr. Tamara O’Connor, Student Learning Development;
Sarah Ryan, Careers Advisory Service; and Peter Connell, IS Services.
Teaching Staff: Staff of the Student Learning Development and Student
Counselling Service; Careers Advisory Service; and IS Services.
*Rationale:
The module intends to equip postgraduate research students with the skills
necessary to successfully plan and manage their research and career, and
thereby ensure full contribution of their knowledge and skills to the wider
society. The IUA Graduate Skills Statement (2008) identified several generic
skills important to postgraduate education and this module addresses the
following: career management, communication skills, personal
effectiveness/development, team working and leadership. The module is also
informed by demand for and student feedback on postgraduate workshops
delivered through the ‘Postgraduate Skills Development Summer School’ and
throughout the year by individual services, demand for one-to-one student
learning and careers meetings, and requests from individual Schools for
workshop input from the individual services.
Module Aims:
The module aims to provide postgraduate research students with opportunities
to develop and practise transferable skills related to their personal and
professional development. The focus is on informal, formal and self-directed
activities to increase student effectiveness relevant to planning and managing
their research and their career.
*Module Learning Outcomes:
On successful completion of this module, students will be able to:
• Identify and apply strategies and tools to help them manage the research
process and successfully complete their degree (e.g. creating thesis
template, starting and maintaining thesis writing process).
• Plan and manage their time and resources including dealing with
procrastination, balancing demands and managing stress.
• Effectively communicate their research knowledge and transferable skills
through posters, oral presentations, their curriculum vitae, and at
interview.
• Develop a career action plan which includes reflection on the skills they
have to offer employers, sources of relevant opportunities and strategies
for taking the creative approach to job-seeking (including networking).
• Identify and understand factors that impact on team such as task, team
role and team dynamics; identify the strengths and weaknesses of their
own personal team working style; and be able to apply solutions to
barriers in order to maximise team performance.
* required field
Generic Skills Module 2009/2010
*Teaching and Learning Methods, including contact hours:
The module includes a series of experiential workshops totalling 37 contact
hours. Students are required to attend a minimum of 30 hours of face-to-face
workshops, depending on their individual needs and in consultation with their
supervisor. The remainder of the learning, up to the maximum 125 learning
hours for the module, is made up of self-study (online and reading material) and
practical assessments directly related to planning and managing the individual
student’s research and career. Experiential workshops include group work,
reflective exercises and development of individual research and career planning
and management tools. Key resource material will be available online.
*Syllabus:
The core module elements include face-to-face workshop sessions on: research
planning and time management, career planning, planning thesis production
using word, developing critical writing, effective presentations, creating effective
conference posters, team working, stress management & defeating self-
sabotage, thesis writing process, job hunting essentials: self-presenting, through
job applications and at interview, and at the Viva .
*Assessment:
The module is assessed through evidence of the practical application of the
module learning to planning and managing the individual student’s research and
career. Students are required to submit a personal plan for their research and
career building strategies for the remaining time of their PhD. The plan is
submitted to, and discussed with their supervisor. Students are also required to
demonstrate their learning by creating a conference poster and delivering a
presentation using PowerPoint in consultation with their supervisor. Finally,
students are required to submit a CV and cover letter tailored to a particular
position either within or outside academia. This is submitted to CAS for review
and then returned via the student’s supervisor.
Prerequisites: None required
Role of the School: Students wishing to enrol on the module will have School
approval arranged through their supervisor.
Role of the Supervisor: Students wishing to register for this module need to
have the full support of their research supervisor. The research supervisor will
be required to oversee and confirm the completion of the various assignments
(as listed above) for the award of ECTS credits.
*Evaluation of the module:
Student feedback will be collected at individual workshop sessions, and a follow-
up evaluation will be carried out at the end of the completed module.
Supervisor feedback will also be collected to inform the review and development
of the module.
* required field
Generic Skills Module 2009/2010
*Indicative Reading and Resources:
Allen, D. (2001). Getting things done: How to achieve stress-free
productivity. London: Piatkus Books Ltd.
Kearns, H & Gardiner, M. (2008). The balanced researcher. Cambridge:
Careers Research and Advisory Centre (CRAC) Ltd.
Kumar, Arti (2008) Personal, Academic and Career Development in Higher
Education: Soaring to Success London: Routledge
Murray, R. (2002). How to write a thesis. Philadelphia: Open University
Press.
Murray, R. (2003). How to survive your viva. Maidenhead: Open
University Press.
PORT (Postgraduate Online Research Training) Project, Institute of
Germanic & Romance Studies, University of London. Available at:http://port.igrs.sas.ac.uk/
Wisker, G. (2001). The postgraduate research handbook. Basingstoke:
Palgrave.
Careers Advisory Service website www.tcd.ie/careers section for
postgraduate researchers including self-assessment tools, guides to
various employment sectors etc.
Vitae Researchers Portal www.vitae.ac.uk
IS Services website for course notes. Available at:http://isservices.tcd.ie/training/word.php andhttp://isservices.tcd.ie/training/powerpoint.php
Student Learning Development website for information on self-
management, communication skills and teamwork areas. Available at:http://www.tcd.ie/Student_Counselling/student-
learning/postgraduates.php
* required field
Generic Skills Module 2009/2010
*Module title: Graduate Information Skills
*ECTS Allocation: 5 ECTS
*Module Coordinators: Isolde Harpur and David Macnaughton
Teaching Staff: Library
*Rationale: To participate effectively in today’s knowledge?based society, individuals need
to be information literate. The quality of students’ research depends on their ability to
locate, analyse and use information skilfully and appropriately. The Graduate Information
Skills module will help students do this.
This module is aimed at postgraduate research students completing a PhD or a Research
Masters. It guides students through the initial literature search; to the analysis,
interpretation and evaluation of information found; and to the subsequent publication and
dissemination of original information generated through their own research.
The module contributes to the research skills and awareness and the ethics and social
understanding strands of the IUA Graduate Skills Statement.
*Module Learning Outcomes: On successful completion of this module, students will be
able to:
1. Place Information Literacy in the context of their research
2. Find the relevant literature/key resources and learn how to search them effectively
3. Evaluate research results
4. Track down results and keep up?to?date
5. Manage information
6. Use information ethically
7. Identify how to publish and disseminate their work
*Teaching and Learning Methods, including contact hours: The module has its own website
which is hosted by the HEA:http://www.informationliteracy.ie. It has been enriched by a
variety of multimedia options. Students will work through the online module themselves. A
“user’s guide” will be available for them to download. Ideally, each of the seven units
should be taken sequentially, to gain optimal benefit from the module. However, students
can choose to select appropriate units as required for their own research. The module
includes a range of examples and practical exercises to reinforce students’ knowledge.
In conjunction with the self?directed study described above, the Library will offer
supplementary face?to?face workshops for some of the units. Total teaching time will be 14
hours maximum. Students will also be encouraged to take part in other established
information skills training programmes in the Library, in particular the sessions on EndNote.
* required field
Generic Skills Module 2009/2010
*Syllabus: The module elements comprise an introduction to information literacy; database
searching; critically evaluating a search; tracking down results and keeping up?to?date;
managing information (EndNote); and publishing and disseminating research.
*Assessment: (a) Summative ? Assessment for the module will be embedded in the
student’s research, e.g. completion of library assignments as part of the student’s literature
review.
(b) Formative ? Each unit in the online module will have a worksheet which students will be
asked to download and complete in paper?based format. The completed worksheets are
designed to act as an Information Literacy learning journal, capturing the student’s
reflections on a particular subject area.
Role of the Supervisor: Students wishing to register for the module need to have the full
support of their supervisor or other nominated senior academic in their department.
Assessment of the Graduate Information Skills module will be embedded in the student’s
research and the librarian will collaborate with the supervisor on how this should be done
and how it will be marked. The supervisor/nominee will oversee and confirm the
completion of the piece of work for the award of credit.
*Evaluation of the module: An evaluation sheet will be distributed at the end of the
teaching sessions. The Library will also seek evaluation input from supervisors and other
relevant staff members. A systematic review of the module and its related materials will be
conducted at the end of the year.
*Indicative Reading and Resources: Each unit in the online module has a list of web
resources to support additional learning. Seehttp://www.informationliteracy.ie for further
details.
* required field
Generic Skills Module 2009/2010
*Module title: Linking Innovation and New Venture Creation – Module 1
(Entrepreneurship Training Programme)
*ECTS Allocation: 5 ECTS
*Module Coordinator: Mrs Bridget Noone, Trinity Research & Innovation
Teaching Staff: Dr Eoin O’Neill, Adjunct Lecturer in Entrepreneurship, TCD Business
School staff, TCD Entrepreneurs and External Entrepreneurs,
Consultants and practitioners
*Rationale:
Entrepreneurship development is now central to Trinity College policy for postgraduate education to
enhance Trinity’s contribution to the building of a knowledge driven economy and to promote an
entrepreneurial culture among the community of researchers. This module is targeted at the
postgraduate community and its objective is to create an entrepreneurial environment with a range
of outcomes which will benefit all stakeholders – staff, students and the wider College community.
It is envisaged that the successful execution of this programme will lead to change in the mindset of
the postgraduate students, which will enable them to become entrepreneurial in their thinking,
planning and delivery of new knowledge products and services. Education of the university
community about entrepreneurship is a key element and the entire university community has a role
to play in this. Additionally, to date the programme has been provided on an interdisciplinary basis
and it is important that this interdisciplinary nature is maintained. Awakening their ability to use
their creative and analytical skills to identify the new business opportunity is a key outcome.
The Linking Innovation and New Venture Creation module proposed by Trinity Research and
Innovation relates most specifically to the Entrepreneurship and Innovation strand of the
IUA Graduate Skills Statement. It also contributes to the personal effectiveness/
development, team?working and leadership and career management strands.
Module Aims:
The purpose of this module is to enable students to think creatively and analytically about
the potential of new knowledge, often from research, as a basis for innovation in existing
products or services or in the creation of entirely new businesses. The module empowers
postgraduates to explore the requirements and skills necessary to set up a new business
venture that relies in part on their research to provide a new or an improved product or
service to an identified profitable market. The objective is that they will consider
Entrepreneurship as a viable career option through the creation of a new company start?up,
based on their new ideas, or joining an existing research?based new company.
*Module Learning Outcomes:
On successful completion of this module, students will be able to identify and understand:
1) The Generic effect of higher education which is readily applicable to
entrepreneurship, i.e. leveraging existing university education to understand the
* required field
Generic Skills Module 2009/2010
traits of successful entrepreneurs – self?confidence, perseverance, diligent
application, long hours and uncertain reward.
2) Entrepreneurial behaviour: observing opportunity, calculating risk, identifying risk
reduction strategy and appropriate networking. Empathy with the
entrepreneurial struggle – loneliness, responsibility for self and others, measured
risk taking
3) Communication – they will understand the distinction between communication with
one’s peers in their subject area and one’s audience in a business proposition.
4) Motivation to Entrepreneurship: This is brought about through use of the
Entrepreneurs’ Forum sessions which provide real?life stories of the entrepreneurial
journey – successes and failures. This creates awareness and a belief that it can be
done by them reducing the perception that entrepreneurship is not a high level
intellectual activity.
5) How to identify a new idea based on new knowledge and in an inter?disciplinary area
relating to research; carry out an opportunity evaluation. Assess whether the
project is worthy of the investment of time and resources required to construct a
detailed business plan.
*Teaching and Learning Methods, including contact hours:
Module 1 consists of 9 workshops with a core of 27 contact hours. These workshops are
highly interactive and supported by key resource materials:
1) Case studies from individual entrepreneurs
2) Case studies that are landmarks in knowledge?based new venture creation
3) Workshops analysing critical issues that arise
4) Team building exercises and brainstorming
5) Opportunity evaluation.
*Syllabus:
The core compulsory module elements comprise face?to?face interactive workshops on:
The Roadmap to the Venture, A Successful invention, New Idea Generation Process,
Opportunity Recognition/Value Proposition, Team Building, Introduction to Sales &
Marketing, Financing the New Venture, Communications Part 1, Group Workshop on New
Ideas
*Assessment:
Formative Assessment. It is intended to use a number of questionnaires (mandatory) given
to the students at the end of each activity. They are invited to summarise some of the
telling messages they extracted from the entrepreneurship workshops. In subsequent
lectures it becomes possible to introduce some corrective or alternative viewpoints to the
students in a non?confrontational manner.
Summative Assessment: Based on the written opportunity assessment Report which
students will be required to produce at the end of Module 1. The marking system will be
one which has been used since 2004 on the TCD Business School/Research & Innovation
MBA Innovation Project where students are marked on criteria:
* required field
Generic Skills Module 2009/2010
1) Understanding of issues, clarity in communication, management of meetings, focus
2) Rigour of analysis – focus, identification of issues, insight
3) Application of theory, concepts, models – appropriateness, quality of application
4) Ability to manage the project in an effective and timely manner
Prerequisites: None. It is envisaged that students will continue on and complete Module 2.
Role of the School: We see the role of the School as being actively supportive of
postgraduate students who wish to participate in the module. It is possible to deliver this
module over a four?day period to individual Schools. If Schools request this option, then the
role of the School is to encourage sufficient students to participate and to gain most benefit
from the module. In this event, we would ask the Schools to provide a mentor to the group
who will enable students to learn how to evaluate commercial potential in the expert
knowledge areas of the students’ research and then to apply the same skills to knowledge
intensive ideas generally.
Role of the Supervisor: Students wishing to register for the module must have the full
support of their supervisor or other nominated senior academic in their School with
sufficient experience or knowledge of commercial practice to provide guidance to the
student, relevant to the student’s discipline. The supervisor should be involved in the
assessment of the final output and the award of credit.
*Evaluation of the module:
Students will be invited to provide feedback at the end of the module, through an
evaluation form which they will complete and return to the coordinator. Feedback will also
be invited from supervisors and other relevant staff members. A systematic review of the
two modules (Module 1 and Module 2) will be conducted at the end of the academic year.
*Indicative Reading and Resources:
Mullins, John W (2006 2
nd
edition) The New Business Road Test (What entrepreneurs and
executives should do before writing a business plan). Pearson Education, Harlow, UK.
Kelley, Tom and Littman, Jonathan (2001) The Art of Innovation. Random House, New York
Birley, Sue and Muzyka, Daniel F (1997) Mastering Enterprise. Pitman Publishing, UK
Kawasaki, Guy 2004 The Art of the Start. Penguin Group, New York
National Council for Graduate Entrepreneurship (March 2007), Good Practice in Enterprise
Development in UK Higher Education.
Stanford University, Stanford Technology Ventures Program.
Website: http://stvp.stanford.edu/
Cornell University, Entrepreneurship@Cornell. Website: http://epe.cornell.edu/
Ewing Marion Kauffman Foundation. Website: http://www.kauffman.org/
* required field
Generic Skills Module 2009/2010
*Module title: Creating the Knowledge?driven Venture ? Module 2
Entrepreneurship Training Programme
*ECTS Allocation: 5 ECTS
*Module Coordinator: Mrs Bridget Noone, Trinity Research & Innovation
Teaching Staff: Dr Eoin O’Neill, Adjunct Lecturer in Entrepreneurship, TCD
Business School staff, TCD Entrepreneurs and External
Entrepreneurs, Consultants and practitioners
*Rationale:
Entrepreneurship development is now central to Trinity College policy for postgraduate education to
enhance Trinity’s contribution to the building of a knowledge driven economy and to promote an
entrepreneurial culture among the community of researchers. This module is targeted at the
postgraduate community and its objective is to create an entrepreneurial environment with a range
of outcomes which will benefit all stakeholders – staff, students and the wider College community.
It is envisaged that the successful execution of this programme will lead to change in the mindset of
the postgraduate students, which will enable them to become entrepreneurial in their thinking,
planning and delivery of new knowledge products and services. Education of the university
community about entrepreneurship is a key element and the entire university community has a role
to play in this. Additionally, to date the programme has been provided on an interdisciplinary basis
and it is important that this interdisciplinary nature is maintained. Awakening their ability to use
their creative and analytical skills to identify the new business opportunity is a key outcome.
The module “Creating the Knowledge?driven Venture” proposed by Trinity Research and
Innovation relates most specifically to the Entrepreneurship and Innovation strand of the
IUA Graduate Skills Statement. It also contributes to the personal effectiveness/
development, team?working and leadership and career management strands.
Module Aims:
The purpose of this module is to provide the participants with an understanding of the new
venture creation process, from identification of business development needs, knowing what
to look for and how and where to look for necessary answers, effective management of
stakeholder relationships, through to the planning and execution of the business plan from
lab to marketplace.
*Module Learning Outcomes:
On successful completion of this module, students will be able to understand:
1) The overall management of the process of starting with an idea and creating a new
business division or function in an existing company, or a new company.
2) Business development needs
3) Effective management of stakeholder relationships
4) Technical Issues relating to commercialisation: Intellectual Property, Licences,
Communications, Team Building, legal issues and how to manage these issues to
deliver value
* required field
Generic Skills Module 2009/2010
5) The evolution of a business plan over time and how to execute this to build a
sustainable business, through to securing the human and financial resources (capital)
required.
*Teaching and Learning Methods, including contact hours:
The module consists of 11 workshops with a core of 33 contact hours. These workshops are
highly interactive and supported by key resource materials. This module is project?based
and the participants will work in teams. They will present their business idea to a panel of
judges at the end of the module. It is expected that the teams will do work outside of the
workshops in order to prepare their project for the final presentation up to a maximum of
20 hours with separate individual roles for each team member.
*Syllabus:
The core compulsory module elements comprise face?to?face teaching sessions on:
Interviews on New Venture Projects, Intellectual Property, Legal and Corporate Issues,
Business Planning Process, Handling Money in the Venture, Sales & Marketing (4
workshops), Communication of the New Venture Project, Public communication for Project
and Company.
*Assessment:
Formative Assessment. Students will be in teams for this module. It is intended to use a
number of questionnaires (mandatory) given to the students at the end of each activity.
They are invited to summarise some of the telling messages they extracted from the
entrepreneurship workshops. This will enable them to build their outline business plan
from which they will prepare their presentation which will be delivered to the Judging Panel.
Summative Assessment: Based on the Presentation to the Judging Panel which students
will be required to do at the end of Module 2. The marking system will be one which has
been used since 2004 on the TCD Business School/Trinity Research & Innovation MBA
Innovation Project where students are marked on criteria:
1) Understanding of issues, clarity in communication, management of meetings, focus
2) Rigour of analysis – focus, identification of issues, insight
3) Application of theory, concepts, models – appropriateness, quality of application
4) Ability to manage the project in an effective and timely manner
Prerequisites: Module 2 participants must have completed Module 1 – Linking Innovation
and New Venture Creation.
Role of the School: Continue to support the students and to provide mentors for technical
aspects of the business plan analysis.
As for Module 1, we see the role of the School as being actively supportive of postgraduate
students who wish to participate in the module. It is possible to deliver this module over a
four?day period to individual Schools. If Schools request this option, then the role of the
School is to encourage sufficient students to participate and to gain most benefit from the
module. In this event, we would ask the Schools to provide a mentor to the group who will
enable students to learn how to evaluate commercial potential in the expert knowledge
areas of the students’ research and then to apply the same skills to knowledge intensive
ideas generally.
Role of the Supervisor: Students wishing to register for the module must have the full
support of their supervisor or other nominated senior academic in their School with
* required field
Generic Skills Module 2009/2010
sufficient experience or knowledge of commercial practice to provide guidance to the
student, relevant to the student’s discipline. The supervisor should be involved in the
assessment of the final output and the award of credit.
*Evaluation of the module:
Students will be invited to provide feedback at the end of the module, through an
evaluation form which they will complete and return to the coordinator. Feedback will also
be invited from supervisors and other relevant staff members. A systematic review of the
two modules (Module 1 and Module 2) will be conducted at the end of the academic year.
*Indicative Reading and Resources:
Dorf, Richard C and Byers, Thomas H (2005) Technology Ventures: From Idea to Enterprise.
McGraw?Hill, New York
O’Kane, Brian (2003) Starting a Business in Ireland a Comprehensive Guide and Directory.
Oaktree Press, Cork.
Timmons, Jeffry A, Spinelli, Stephen (2003) New Venture Creation : Entrepreneurship for the
21
st
Century. McGraw?Hill/Irwin, New York
National Council for Graduate Entrepreneurship (March 2007), Good Practice in Enterprise
Development in UK Higher Education.
Stanford University, Stanford Technology Ventures Program.
Website: http://stvp.stanford.edu/
Cornell University, Entrepreneurship@Cornell. Website: http://epe.cornell.edu/
Ewing Marion Kauffman Foundation. Website: http://www.kauffman.org/
* required field
doc_487107530.pdf