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During this detailed information regarding msc innovation, entrepreneurship and management programme.
PROGRAMME
HANDBOOK
MSc INNOVATION, ENTREPRENEURSHIP & MANAGEMENT 2014/15
MSc INNOVATION, ENTREPRENEURSHIP
AND MANAGEMENT PROGRAMME
Programme Handbook
2014/15
Contents
Welcome from Professor G. Anandalingam, Dean of
Imperial College Business School
3
Welcome from Kristien De Wolf
MSc Management Programme Director
5
Imperial College Business School Mission Statement 7
MSc Innovation, Entrepreneurship and Management
Programme
7
Programme Assessment 12
The Courses 17
Personal Skills Development Table 54
3
Welcome from Professor G. Anandalingam, Dean of Imperial College Business
School
I am delighted to welcome you to Imperial College Business School.
We receive a very large number of applicants for all of our
programmes, so you have won your place in competition with many
well qualified applicants. Congratulations and thank you for choosing
us.
You are embarking upon a rewarding, academically challenging and
transformative year. I encourage you to grasp every opportunity which
studying at Imperial College offers. You are now a member of a world
class university. We pride ourselves on the quality of our students, our
faculty – international experts in their fields – and our teaching.
Last year, over 75 nations were represented in our programmes and we expect a similar
number in the class of 2013-14. I hope that your experience will be enhanced by sharing the
inevitable wide range of perspectives offered by such great diversity.
This year, you will gain unique insights from world class faculty and industry experts with
direct experience of major corporates, consultancies, investment banks and city firms, fast
growing ventures, venture capital firms and the public sector. Together, we will be able to
bridge the divide between theory and practice, creating the platform from which you can
launch – and further develop – your career or your own company. I hope that your time here
will give you the knowledge and inspiration to build a successful future when you leave us.
We have an excellent careers service as well as abundant connections into the London
entrepreneurial ecosystem to support you in this transition.
Let me urge you to take advantage of all that the School offers whilst you are here. We have
an excellent Imperial Business Insights series, run with KPMG as its Principal Partner) and
each programme organises speakers. You will be hearing from senior individuals from global
companies, including guests from Rio Tinto and Citi. Also look forward for the
entrepreneurship and innovation activities organised by the Business School as well as the
College.
When you complete your programme, you will become a member of our growing alumni
network of over 10,000 individuals in more than 120 countries. I invite you to join this
community and look forward to its reputation increasing still further through your success.
You are most welcome. I look forward to meeting you and hope that you have a very special
year.
4
5
Welcome from Kristien De Wolf, Programme Director
Dear Student,
Welcome to the MSc Innovation Entrepreneurship and Management
(IEM) programme. The fact that you are here now means that you
must be a young, bright and talented individual standing at the
beginning of an exciting career and life. No doubt you have dreams, a
vision of who you want to become and where you want to stand five or
ten years from now. Perhaps you want to become an innovative agent
in an incumbent company and contribute to transforming its business
to be sustainable in the future. Perhaps your ambition is to start your
own paradigm breaking venture, or to join a promising entrepreneurial
team. Surely in one way or the other, you want to become a worthy
member of the international (business) community. It could be many other things. Whatever
it is, the coming year is an important opportunity to shape up for this mission and it is our aim
to support you, train you and help you develop your capabilities to achieve exactly that
dream.
We will do this by playing our roles as teachers and coaches and by opening up the
incredible resources in terms of knowledge and networks that the Business School and the
wider College possess. The School provides you with the newest learning technology,
innovative teaching techniques and a world-leading research environment, which extends
beyond the School into the wider campus and into our network of industrial contacts.
We will do this also by putting up challenges and hurdles, as it is through overcoming
difficulties and receiving feedback that the most powerful learning is achieved. During this
year you will work under pressure and from time to time, you will have to operate under high
uncertainty as well. You will work in teams, to learn about effective communication and to
experience what can happen if talent sticks together and the incredible value there is of the
diversity of backgrounds that permeates this programme and that will be reflected in the
student teams.
The programme itself evolves throughout the year in such a way that it will enable you to
perform at your best in the summer term culminations: the Entrepreneurial Journey and the
Consulting Project. This year you will also have the opportunity to undertake a Work
Placement in place of the Consulting Project, and to write a final report on an International
Study Tour.
The key to success in this programme is not talent. It is not intelligence and it is not even
creativity. All these things help, but the number one main factor is being conscious of what it
is you are doing this for and taking total responsibility. If you take your destiny in your own
hands and if you assume responsibility for the outcome you will realise, you will perform
better, use resources better, plan better, communicate better and co-operate better. And you
will have more fun along the way.
I also want you to realise that from now on, wherever you go and whatever you do, you will,
to some extent, have the responsibility of representing Imperial College Business School.
Finally and most of all I hope that you will enjoy and make the most of your MSc Innovation,
Entrepreneurship and Management Programme.
Kristien De Wolf
6
7
IMPERIAL COLLEGE BUSINESS SCHOOL MISSION STATEMENT
To be the Business School of choice for practising and aspiring leaders worldwide, sought
for our cutting-edge research, innovative thinking and excellent delivery.
MSC INNOVATION, ENTREPRENEURSHIP AND MANAGEMENT
PROGRAMME
AIMS
The aim of the Programme is to educate and train individuals for careers leading technology-based
organisations and new ventures, enhancing their strategic and operational management skills. More
specifically, on completion of the programme, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation and new
venture, the external context in which they operate, and how they are managed
? apply analytical techniques to decision making in building and supporting new businesses and
ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship informed
by leading-edge research and practice in the field;
? enhance lifelong learning skills and personal development, and be able to work with self-
direction
? develop skills to launch and support new business ventures and exploit opportunities arising
from new ideas to create new business models and capture economic value.
OBJECTIVES
Knowledge Objectives
Students will master the complexity of organisations and the key issues in contemporary
human resource management; how companies create, maintain, and reinforce
organisational purpose, direction and accomplishment; key concepts and evidence of
effective marketing so that businesses serve customers better; the consumption of new
products and services and adoption and diffusion processes; how to choose from a range of
possible alternatives, focusing on decision-making within a firm and its market environment;
the main economic models and their utilisation; financial analysis (both accounting and risk
assessment) suitable for those wishing to specialise in innovation and entrepreneurship; the
main issues in innovation strategy, an awareness of the key features of success, an
appreciation of the relevant skills needed to manage innovation at both strategic and
operational levels, and evidence of the success of different approaches; the forms of
intellectual property (IP) available to innovators and entrepreneurs, examining how to obtain
and enforce different forms of IP, such as trade secrets, patents and copyrights, in order to
capture the maximum value from IP, either now or in the future; how the success of some
businesses stem from application of new technologies, but others from new ways in which to
package and charge for services that existing technologies can deliver; changing skills,
technologies and methods of design and new product/service development, and how these
are opportunities to manage innovation in products, services and solutions; the venturing
process from idea to company creation and all the steps in the middle
Skill Objectives
Students will be able to give professional presentations; apply analytical techniques to the
decision making process in business, both systematically and creatively, and present
analysis in a clear and persuasive manner; produce creative and realistic solutions to
complex problems; use contemporary models and techniques to develop sustainable
strategies for organisations; manage change and innovation in the workplace; apply
knowledge and skills learnt on the programme to situations in the workplace; retrieve
information; launch, manage or invest in successful new ventures on a global level;
8
incorporate entrepreneurial thinking into the management of existing organisations; to
construct business models and explore new models; use processes of project selection,
assess and manage project teams, stage gate processes and evaluate projects; assess and
communicate the value of new ideas.
Students will be able to integrate, analyse and evaluate data and situations, using a wide
range of appropriate techniques, in order to transform such data and concepts into options
and solutions. Students will be able to use conceptual, analytical and quantitative skills for
responsible and successful decision-making and apply innovative thinking and ethical
leadership to problem solving.
Students will be able to communicate effectively in context through oral presentations,
computer processing, presentations and written reports; critically review evidence including
its reliability, validity and significance; use relevant information and communications
technology; manage resources and time effectively in order to achieve intended goals in a
responsible way; learn independently with open-mindedness and critical enquiry; learn
effectively for the purpose of continuing professional development; work effectively as a
team member; and clearly identify criteria for success and evaluate their own performance
against those criteria.
Skills Table for MSc Innovation, Entrepreneurship and Management
Category Description Example
Personal Development Personal effectiveness on an
operational level. This
includes the dynamics of
working individually or as a
member of a group
Working in teams or time
management
Communication Verbal, non verbal and written
skills
Preparing and delivering
presentations
Technical and Analytical Essential workplace tools and
techniques beyond curriculum
teaching
Data analysis using Excel
Ethical Key skills that make an
effective, responsible and
ethical manager
Learning how to adopt a
responsible attitude
towards business and
management
9
Professional
Skills Type
Core Courses
(1)
Practical
Courses
(2)
Essay
Courses
(3)
Career &
Professional
Development
Personal
Development
? Manage resources and time effectively in order to achieve intended goals
? Learn independently with open-mindedness and
critical enquiry
? Learn effectively for the purpose of continuing
personal development
? Reasoning and problem solving
? Learn how to
build
professional
networks
? Identify skills
and career
interests and
self evaluate
career potential
? Work effectively as a team
member
? Work
effectively on a
individual basis
Communication ? Research and construct written reports ? Develop
professional
and
interpersonal
skills
? Develop key
communication
skills for career
progression
? Develop
interview
techniques for
different
professional
environments
? Prepare and deliver professional
presentations
? Carry out,
interpret,
evaluate and
synthesise
existing
literature
related to a
managerial
theme
? Design and
create posters
? Create
YouTube
videos
? Pitch a
Business Plan
? Present a
business case
to a panel of
judges
Technical and
Analytical
? Use relevant
information
and
communicatio
ns technology
such as Excel
? Develop a
Business case
and plan
? Apply
management
skills to
situations in
the workplace
? Produce
creative and
realistic
solutions to
complex
problems
? Critically
review
evidence
including its
reliability,
validity and
significance
? Learn how to
write effective
CVs and
complete job
application
forms
Ethical ? Learn how to evaluate the business implications of
ethics in different scenarios
? Learn how to adopt a responsible attitude towards
business and management
? Learn how to
keep up-to-date
with CSR policy
in the business
sector
(1) “Core courses” include Accounting and Corporate Reporting Analysis, Business Economics, International Marketing,
Strategic Management, Organisational Behaviour and Human Resource Management, Project Management, Venture
Capital and Growth Finance, Innovation Management, Management of Design, and Business Models and Intellectual
Property
(2) “Practical courses” include the Entrepreneurial Journey Parts I and II, and the Consulting Project or Work Placement
(3) “Essay courses” refers to the Innovation, Entrepreneurship and Management Report or International Study Tour
10
LEARNING OUTCOMES
On completion of the programme, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation
and new venture, the external context in which they operate, and how they are
managed
? apply analytical techniques to decision making in building and supporting new
businesses and ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship
informed by leading-edge research and practice in the field
? enhance lifelong learning skills and personal development, and be able to work with
self-direction
? develop skills to launch and support new business ventures and exploit opportunities
arising from new ideas to create new business models and capture economic value
PROGRAMME STRUCTURE AND APPROACH
It has been acknowledged that students' learning achievements on the programme must be
applicable to their employability. Therefore, an integrated approach to employability runs
throughout the MSc Innovation, Entrepreneurship and Management programme. The
underlying idea is that each course contributes to different but complementary aspects in
preparing a wholly rounded employable graduate.
The above is achieved by giving the MSc Innovation, Entrepreneurship and Management
programme a spine which supports the Programme from beginning to end and culminates in
the Entrepreneurial Journey Part II and the Consulting Project or Work Placement. The
Programme’s main features are that:
? All taught and practised subjects are linked to the culminations of the Programme, which
makes your learning experience relevant to your career goals and integrated from the
beginning to the end of the Programme. With the intention of replicating entrepreneurial,
corporate and consulting experience, the culminations will provide a competitive
environment with realistic insights into the decision making processes of the business
world.
? The Programme is structured in such a way that you move from a more controlled
learning environment in the autumn and spring terms, to a more independent mode of
learning in the summer term. This is obtained by scheduling learning activities that require
more autonomous thinking and subjective application towards the summer term.
? Career and professional development skills represent a core course, which includes
plenty of opportunities for contact with the corporate environment.
? In the spring term you are given the opportunity to take specialist innovation and
entrepreneurship courses in Innovation Management, Entrepreneurial Journey Part I,
Management of Design, and Venture Capital and Growth Finance.
? During the summer term, the Entrepreneurial Journey Part II will require you to formulate
and present a business plan to academics and venture capitalists. The formulation and
presentation of your business plan will be assessed by business leaders, and you will be
expected to produce a high quality idea and business model that is achievable,
sustainable and well researched and developed.
? Over the summer, you will undertake the Consulting Project or Work Placement, which
will provide an opportunity for you to apply your learnt theoretical knowledge with practical
skills relevant to a real life business problem. You will be expected to manage your client,
solve a real world business problem, and deliver a value proposition to your client.
11
It is envisaged that the culminations will be an enjoyable experience, and that you will
complement your learning by: applying different subjects in an integrated way; thriving in
group work, applying knowledge to realistic situations, and evaluating the effects of your
decisions.
SUBJECTS
Autumn Term
Friday 5 September 2014 - Friday 19 December 2014
• Accounting and Corporate Reporting Analysis
• Business Economics
• Organisational Behaviour and Human Resource Management
• Project Management
• Strategic Management
Examinations for these courses take place at the end of the autumn term.
Spring Term
Monday 12 January 2015 - Friday 27 March 2015
• Entrepreneurial Journey Part I
• Entrepreneurial Journey Part II
• Innovation Management
• International Marketing
• Management of Design
• Venture Capital and Growth Finance
Examinations for these courses will take place at the end of the spring term.
Summer Term and Summer Period
Monday 27 April 2015 - Friday 4 September 2015
• Entrepreneurial Journey Part II (cont.)
• Business Models and Intellectual Property
• Consulting Project OR Work Placement
• Innovation, Entrepreneurship and Management Report OR International Study Tour
No courses taking place in the summer term or summer period will be assessed by exam.
Course outlines, detailed lecture notes and further information will be made available on the
Communication Hub. The Programme specifications can be found at:http://www3.imperial.ac.uk/business-school/programmes/proginfo
12
PROGRAMME ASSESSMENT
FORMAL EXAMINATIONS
Examinations for courses taken in the autumn term
? w/c Monday 15 December 2014
? Accounting and Corporate Reporting Analysis
? Business Economics Organisational Behaviour and Human Resource Management
? Project Management
? Strategic Management
Examinations for courses taken in the spring term
? w/c Monday 23 March 2015
? Entrepreneurial Journey Part I
? Innovation Management
? International Marketing
? Management of Design
? Venture Capital and Growth Finance
RULES AND DEGREE CLASSIFICATION
The programme is assessed through a mixture of coursework and examination. The
compulsory courses in the autumn and spring terms will be assessed by coursework and
written examination. Courses in the summer term (Business Models and IP, Entrepreneurial
Journey Part II, Consulting Project or Work Placement, and Innovation, Entrepreneurship
and Management Report or International study Tour) will be assessed by coursework only.
All Innovation, Entrepreneurship and Management Reports and International Study Tour
reports are to be submitted by 16:00 on the designated date.
THE SCHEME OF EXAMINATION
Assignments
As part of the requirements, all assignments may be inspected by the Board of Examiners.
We retain copies of work that you submit for this purpose but it is essential that you keep all
work that is returned to you until the MSc Innovation, Entrepreneurship and Management
has been completed, should another copy be required. All assignments will be submitted via
the Hub.
ASSIGNMENT SUBMISSION GUIDELINES
Please see the corresponding section in the student information area on the Hub.
THE EXAMINATION PROCESS
The following describes the process for examined courses.
The essentials of this process are laid down by the College and are requirements that apply
to all taught postgraduate programmes.
The Board of Examiners is made up of all members of the School's academic staff who
teach on the programme (called 'internal examiners') plus a number of external examiners
drawn from other universities. The external examiners are appointed for no more than four
consecutive years. They are, or have in the past been, drawn from LBS, Manchester,
Cranfield, Lancaster, City, Open University and LSE. Each external is allocated a number of
subjects in their area of expertise. The Board Chairman is the Programme Director.
13
This year, the external examiners for MSc Innovation, Entrepreneurship and Management
are as follows:
Dr Franz Huber Privatuniversität Schloss Seeburg
Professor Nalan Gupinar Warwick Business School
Dr Simcha Jong University College London
Professor Paolo Collini University of Trento
The details provided above are for information only. Please note that it is not appropriate for
students to contact the externals directly regarding their studies. Any issues that you have in
relation to your assessment should be raised internally with your Programme Team in the
first instance or with the College Registry if necessary.
All examination scripts will be marked in detail by the Module Leader with a second marker
undertaking sample check marking to ensure that the mark awarded by the Module Leader
is appropriate. A sample of scripts is then sent to an External Examiner from another
institution to ensure that the standard of marking at Imperial College Business School is
commensurate with elsewhere in the UK. External Examiners also approve draft
examination questions prior to the examination being set.
Past examination papers are provided to guide students on content only. The format is
subject to change and the Module Leader will provide full information during the module.
To ensure consistency from year-to-year, the Board normally applies the marking guidelines
quite rigidly. However, where a candidate has suffered from illness or other circumstances
that the Board believes will have had a significantly adverse effect on their performance, the
Board may allow the candidate to pass even though their marks would otherwise cause
him/her to fail. It is fair to add, however, that the Board has used its discretion in this way
only in cases of truly marginal failure.
If candidates have experienced serious illness or other major problems which they consider
to have affected their academic performance, they should provide the Programme Director
with details in writing along with relevant documentary evidence. This would normally be
before any examination that might be affected.
Candidates who are judged to have failed at this stage are allowed by College regulations
ONE further entry to the examinations. Students who need to re-sit will be given the option to
either re-sit in the September re-sit period, or during the next academic session. Students
with more than one re-sit exam will need to choose whether to re-sit exams either in
September or in the next academic year. At the discretion of the Programme Director,
students are allowed to split resit exams between the September re-sit period and the next
academic year. Students will still only have one re-sit opportunity per examination.
A candidate may be required to re-sit for the following reasons:
? where failure arises from an examination mark below 40% and the candidate passes on
all other criteria. In this instance re-entry is required only in the paper in which less than
40% is achieved. To pass, the candidate must achieve a mark of at least 40% on re-
entry.
? where failure is a result of achieving less than 50% in the average of all the examination
and coursework marks. In this instance a candidate must re-sit any examination in
which they achieved less than 40%, and is given the opportunity to re-sit any
examination in which they have achieved less than 50% in order to increase their overall
average above 50%.
14
Students wishing to make an application for special examination arrangements should
contact the Business School’s Examinations Manager, Anique Varleigh.
Important Information about Re-sitting and Resubmitting
If it is agreed at the External Examiners’ meeting at the end of the year that a student has to
re-sit an exam (or exams) or resubmit a piece of work, the mark the student will receive once
they have re-sat/resubmitted will be capped at the bare pass mark (i.e. 50%). For example:
? A student receives 25% in their first attempt at an exam. As this is below the pass mark
they must re-sit the exam.
? When the student re-sits the exam, the raw mark they receive is 62%.
? This is then capped and recorded as 50% by the Exams Office.
This also applies to resubmissions (for example, if a student has to resubmit their final
project).
If the relevant examination board accepts a student’s mitigating circumstances and
agrees they may sit the exam or resubmit a final project as a first attempt this result will
not be capped at 50%.
If a student receives a lower mark than 50%, the lower mark will stand - it will not be
increased to 50%.
Please note that in circumstances where a student receives a lower mark for their second
attempt than they did for their first attempt, the second lower mark will be the final mark for
that piece of work or exam.
Students who fail a first attempt and re-sit or resubmit a piece of work are not eligible for
the award of a Merit or Distinction.
Whilst the College has a policy which allows some postgraduate students (e.g. those
domiciled outside Europe and countries bordering the Mediterranean) to apply to re-sit
examinations overseas rather than having to return to the UK, the School will only approve
such requests in exceptional circumstances where there are significant mitigating
circumstances that prevent a person travelling.
15
MARKING SCHEMES IN IMPERIAL COLLEGE BUSINESS SCHOOL 2014/15
All courses are equally weighted, with the exception of the Entrepreneurial Journey Part II,
which is doubly weighted.
There are three elements:
? Autumn Term Courses
? Spring Term Courses
? Summer Term and Summer Period Courses
Pass
? An aggregate mark of 50% or greater across the programme as a whole
? An average of 50% or above in each element
? At least 40% in each examination
? At least 50% in all courses assessed by coursework only*
? A pass mark for the Career and Professional Development course
Merit
? An aggregate mark of 60% or greater across the programme as a whole
? An average of 60% or above in each element
? At least 40% in each examination
? At least 50% in all courses assessed by coursework only*
? A pass mark for the Career and Professional Development course
Distinction
? An aggregate mark of 70% or greater across the programme as a whole
? An average of 70% or above in each element
? At least 40% in each examination
? At least 50% in all courses assessed by coursework only*
? A pass mark for the Career and Professional Development course
* includes Business Models and IP, Entrepreneurial Journey Part II, Consulting Project,
Work Placement, Innovation, Entrepreneurship and Management Report and International
Study Tour
16
MASTER’S LEVEL MARKING CRITERIA FOR EXAMS AND ESSAYS IN IMPERIAL
COLLEGE BUSINESS SCHOOL
All postgraduate work is marked to the following scheme:
Grade Marks Interpretation
A+ 85+ Marks represent an exceptional distinction performance
A 70 – 84% Marks represent a distinction performance
B 60 – 69% Marks represent a pass performance demonstrating a
clear grasp of the relevant concepts and facts
C 50 – 59% Marks represent a pass performance demonstrating an
adequate grasp of most of the relevant concepts and
facts
D 40 – 49% Marks represent a fail performance
E 30 – 39% Marks represent a fail performance (with significant
shortcomings)
F 0 – 29% Marks represent a fail performance (with major
shortcomings)
PRIZES
A number of prizes are awarded each year to reward excellent performance.
MSc Innovation,
Entrepreneurship
& Management
Overall
Performance
Prize
Awarded annually to an MSc Innovation, Entrepreneurship & Management
student for the best overall performance
MSc Innovation,
Entrepreneurship
& Management
Core Course
Prize
Awarded annually to an MSc Innovation, Entrepreneurship & Management
student for the best performance in the Innovation and Entrepreneurship core
courses
17
THE MODULES
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BS1411 ACCOUNTING AND CORPORATE REPORTING ANALYSIS
Module Outline
MODULE LEADER
Name: Dr Marco Mongiello
Room: 176
E-mail: [email protected]
AIMS
The module aims to contribute to the development of the students’ managerial and
entrepreneurial potential by equipping them with the techniques of financial and
management accounting needed to support management evaluation and decision-making in
for-profit and not-for-profit organisations.
To this end the module is:
? relevant to the students’ career goals
? instrumental to the applied modules in the summer term
MODULE OBJECTIVES
Knowledge Objectives
During the module, students will develop the ability to:
? explain the aims and scope of corporate annual reports
? explain the different uses of financial and management accounting information for a
wide range of decisions relating to financial performance, Corporate Social
Responsibility and Governance, and business sustainability
? evaluate the uses and shortcomings of published financial accounts having a
command of the basic accounting concepts and principles underlying accounting
information systems
? explain the contribution of different forms of cost analysis to the analysis of short-run
and long-run management decisions
? evaluate the strengths and weaknesses of management accounting information and
systems in supporting management control of organisational effectiveness,
responsibility and sustainability
Skill Objectives
Students will develop the ability to:
? select and analyse relevant information from corporate annual reports
? evaluate the financial position, performance and potential of an organisation in its
environment using ratio and strategic analyses
? evaluate the impact of using different accounting policies and practices upon
performance evaluation
? identify and apply relevant management accounting techniques in addressing both
short- and long-run analyses of management decisions
? interpret accounting information to support management control in organisations
LEARNING OUTCOMES
Upon completion of the module, students will have developed:
? critical skills in relation to the use of information for the purpose of organisational
performance evaluation
19
? the ability to participate in managerial decision making processes where accounting
based information may be an important input
? the ability to use accounting tools useful for:
o taking part in business decisions
o developing a business plan (such as in the Entrepreneurial Journey)
o finding the solution to a consulting problem (such as in the Consulting Project
Module)
o providing a foundation for the Venture Capital and Growth Finance module
STRUCTURE
The module consists of four blocks of lectures with additional support classes:
1. Financial Accounting: Reading Corporate Annual Reports
2. Interpretation of the Accounts: Analysing Corporate Annual Reports
3. Management Accounting: Models and Techniques
4. Budgeting and Control: Models and Techniques
TEACHING METHODS
All students must have completed the Accounting Primer module before starting. Thereafter,
the module is based upon pre-lecture study, lectures, support classes, module notes, team
studying and further reading. Extensive use of real corporate annual reports will be
encouraged.
READING
Jones, M., 2013, Accounting, Wiley, third edition*
ASSESSMENT
Coursework: Team Report (30%)
Examination: Two-hour examination (70%). The questions will test both computational and
analytical understanding of the module material.
* Please, note that the third edition is substantially different than the previous editions, in particular
because it includes international accounting standards, which are relevant to this module.
20
BS1412 BUSINESS ECONOMICS
Module Outline
MODULE LEADER
Name: Dr Konstantinos Theodoridis
E-mail: [email protected]
AIMS
The performance of any business is heavily influenced by the market environment in which it
operates. A proper understanding of business behaviour requires an appreciation of the
forces that shape this environment, including both domestic and international factors and
government policy initiatives. This module develops the framework and tools of analysis
needed to explain how market conditions are determined, how they change over time and
how they are influenced by public policies.
MODULE OBJECTIVES
The module examines the economic forces that determine the operating environment of
business organisations. The microeconomic components of the module focus on the analysis
of consumer and firm behaviour, demand and supply interactions in individual markets, and
determination of prices in different markets. The module also covers oligopolistic and
monopolistic competition. The macroeconomic components examine the nature of aggregate
demand and supply forces and the factors that determine long run and short run changes in
economic activity, interest rates and prices. Wherever possible, the module highlights how
public policies (taxes, subsidies, monetary) impact the incentives to innovate.
LEARNING OUTCOMES
By the end of the module, students should be able to:
• Explain the economic modelling of decision-making by consumers and firms
• Analyse the nature of markets and demand and supply interactions
• Analyse the nature of competition and strategic pricing decisions
• Analyse the nature of macroeconomic forces and how they determine the short term
and long term levels of macroeconomic activity and growth
• Critically evaluate the links between public policies and innovation
• Apply economic reasoning to understand contemporary economic issues
STRUCTURE
This module consists of 14 two-hour lectures with support classes. The support classes
provide an opportunity to discuss the material covered in the lectures and to work through
some exercises. The first part of the module is dedicated to basic tools and concepts in
microeconomic analysis including demand and supply analysis, and consumer and producer
theory. The second part of the module discusses the relevance of market structures
(competition, oligopoly, monopoly). The final part covers the key aspects of macroeconomic
policy driving the assessments of creditworthiness conducted by rating agencies.
During the lectures the following topics will be covered:
1. Introduction to thinking like an economist
What is economics? This lecture will look at how economists approach the task of
thinking about the world. It introduces the key concepts of incentives, equilibrium
and opportunity cost, and the different kinds of economic data. We also discuss the
demand for goods and services – what determines the amount of a product that
consumers would like to buy?
21
2. Firms and their costs
This lecture discusses companies and their costs of doing business. We introduce
the concepts of marginal cost and of the supply curve – the amount that firms would
like to be able to sell.
We develop the tool of supply and demand analysis further, introducing the concepts
of elasticity – how responsive one variable is to a change in another – and of
economic welfare.
3. Markets in action: supply and demand
This lecture brings together the demand curve and the supply curve to show how
markets determine prices. We introduce the concept of economic welfare, and show
how taxes affect decisions.
4. Perfect Competition and Pure Monopoly
This lecture covers two polar cases. In perfect competition, there are many firms in
an industry, each of which tries to maximise its profits while taking the market price
as given. In the opposite case of monopoly, there is just one firm, and it is able to
choose its price. We will discuss the costs – and occasional advantages – of having
a monopoly.
5. Oligopoly and Game Theory
This lecture shows how we can analyse firms’ decisions when there are just a few
firms in an industry. Because each firm’s actions will affect its competitors, it has to
anticipate their reactions when deciding on its strategy. Game theory is the set of
tools that economists (and others) have developed to aid decision-making in this
context.
6. Governing Business
Governments intervene in the economy in many ways. This lecture will look at a few
of the main areas of microeconomic intervention. Externalities exist when an agent
does not bear the full consequences of their actions, such as pollution, but policies
such as environmental taxes or tradable emissions permits can correct for them.
Competition policy is used to ensure that firms are able to (and do) compete fairly
against each other.
7. Macroeconomics
This lecture discusses the economy as a whole. How do we measure the level of
economic activity, and what determines it? How are inflation and unemployment
related to each other?
8. Money, the Financial System and Aggregate Demand
What is the role of banks in the economy? What determines the overall amount that
people want to spend?
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9. Macroeconomic Policy
How do governments try to affect the levels of output and of inflation? How can they
raise the rate of economic growth in the longer run?
10. The Global Economy
This lecture covers the interaction between an economy and the rest of the world –
how international trade tends to follow the principle of comparative advantage, what
the balance of payments is, and how exchange rates are determined.
TEACHING METHODS
The sessions are organised in the traditional lecture style, but student interaction is
encouraged. The support classes will allow students to discuss and expand on issues raised
in the lectures.
ASSESSMENT
The module will be assessed by a two-hour examination (70% of the final mark) and a
coursework component (30% of the final mark). The exam will test your knowledge of
concepts as well as your ability to use them to assess policy issues.
READING LIST
The required core textbook for this module is:
? Begg, D. and D. Ward Economics for Business, 4
th
edition
For each lecture, at least 1 chapter of the core textbook will be a required reading. For many
of the classes, additional readings will be required. The main advantage of the book is that it
ensures that you understand all the key concepts if you have never taken economics before
and this may help understand some of the more demanding concepts taught in class.
Additional suggested (not required!) readings.
? Gillespie, A. (2013), Business Economics, Oxford University Press, 2nd Edition
If you want to have a better sense of how new insights from economists learning from
psychologist influence microeconomic policy and do not mind a bit too many anecdotes to
develop your instinct, consider using
? Frank, R.H. (2009), Microeconomics and Behaviour,
If you want a more analytical presentation at a reasonable level, consider using
? Perloff, J.M. (2013), Microeconomics: Theory and Applications with Calculus,
Pearson Series in Economics, 3
rd
Edition.
If you want an easy to read and learn complement for the macroeconomics part of the
module, consider
? Gartner, M. (2013), Macroeconomics, Pearson Series in Economics, 4th Edition
23
BS1408 PROJECT MANAGEMENT
Module Outline
MODULE LEADER
Name: Dr Ilze Kivleniece
Room: 377
E-mail: [email protected]
MODULE AIMS
The module provides students with an understanding of project management and its role as
one of the principal managerial tools and approaches in achieving a sustainable competitive
advantage for a modern business organisation. It aims to demonstrate how project
management can be used to:
? delineate, design and execute projects to achieve successful project outcomes
? adapt the management approach to project characteristics and features of external
environment
? achieve strategic business objectives
? drive and deliver innovation in products, services, processes and business models
? promote organisational learning and firm-level capability development.
Case studies of major projects and leading international firms are used to examine the real-
world challenges facing project-based organisations in different industries and sectors. The
module challenges some of the underlying assumptions of traditional project management,
such as the focus on time, cost and quality (the ‘triple constraints’) and the ‘one-size-fits-all’
approach. While traditional project management tools and techniques are essential, students
will be introduced to new concepts, frameworks and models which show how an adaptive
approach to project management and strategic focus on organisational capabilities and
learning are increasingly important in achieving the growth and innovation objectives for a
modern organisation.
MODULE OBJECTIVES
Knowledge Objectives
Students will acquire knowledge on the core concepts, frameworks and models in project
management from both operational as well as strategic project management perspectives.
On the basis of real-life cases and examples, the module will demonstrate how this
integrative approach to project management can be applied to conceive, manage and
assess projects, project-based ventures and project-driven organisations.
Skill Objectives
Students should develop an appreciation of a range of managerial and personal skills
including:
? core operational skills in project design, execution and evaluation
? project resource management and project leadership skills
? integrative skills to assess and analyse projects not only from operational but also
innovation and entrepreneurial perspectives
? strategic project-as-business management skills
? presentation, communication and team-management skills.
LEARNING OUTCOMES
Upon completion of this module, students will be able to:
?
apply basic tools of project management to projects likely to be encountered in
practice
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? plan, design and manage projects beyond the triple constraints of time, cost and
quality
? select a project management approach fit to the specifics of a given project
? assess and provide solutions to both operational and strategic challenges arising in
the management of projects, project-based businesses and organisations
? apply project management approaches and tools to foster innovation in both products
(and services) and business models,
? develop project-as-business perspective, stimulating organisational learning and
capability development in an ethical and sustainable manner.
The module will also provide students with skills that can be used in some of the applied
Spring and Summer term modules, in particular Consulting Projects and Work Placements.
STRUCTURE
The module consists of five weeks (ten sessions) including:
? interactive classroom sessions including lectures, in-class discussions and seminar-
type case analyses on topics in project management, and
? a team-based poster presentation session.
TEACHING METHODS
The module is interactive and relies on self-study, lectures, module notes, team work and in-
class discussions and case analyses. The topics covered during the module are illustrated
with examples of prominent projects carried out in both private and public sectors, with a
particular emphasis on project management in entrepreneurial and innovation-driven
settings. The use of cases and practical examples is aimed at highlighting some of the
principal practices and strategic challenges of managing projects, creating project-based
businesses and leading project-based organisations in a real-world context.
Students will be provided with module notes covering the reading material listed below.
Students are expected to actively engage in class discussions and contribute to the learning
process through questions and analysis of project cases that illustrate the topic of each
session.
ASSESSMENT
Team-based coursework assignments (30%) comprising two case-based written
assignments (5% each) and a project analysis with a poster presentation (20%).
Individual closed book final examination (70%) comprising multiple-choice questions and
essay-type questions (50:50).
Team-based project analysis
The task for a team-based work assignment is to examine the management of a prominent
real-life project. The exercise is designed to uncover both the operational and strategic
challenges involved in managing a project and its risks and opportunities. It should
specifically assess the strategic importance and implications of the project to the firm or
group of firms involved, as well as to a broader set of stakeholders (if relevant). On the basis
of the project and company information from personal experience and/or secondary sources,
the poster presentation should reveal interesting project events, leadership and
organisational challenges. The assessment of this exercise is based on the production of a
poster and presentation to the module convenors (with accompanying notes).
READING LIST
The module is based on the following readings (selected chapters from):
? Jeffrey K. Pinto. Project Management: Achieving Competitive Advantage. ISBN:
9780132664158, Prentice Hall (2013).
25
? Aaron J. Shenkar & Dov Dvir. Reinventing Project Management: The Diamond
Approach to Successful Growth and Innovation. ISBN: 9781591398004, Harvard
Business School Press (2007).
? Andrew Davies & Michael Hobday. The Business of Projects: Managing Innovation in
Complex Products and Systems. ISBN-13: 9780521189866, Cambridge University
Press (2011).
These readings will be supplemented with selected case material from academic and
business press.
26
BS1414 ORGANISATIONAL BEHAVIOUR AND HUMAN RESOURCE
MANAGEMENT
Module Outline
MODULE LEADER
Name Dr Sankalp Chaturvedi
Room: 275, Annexe
E-mail: [email protected]
MODULE AIMS
The focus of this module is on developing your understanding of modern organisations and
the tools you will need to contribute effectively in them. Much of your success as leaders,
managers, and professionals will depend on how well you work with and get things done
through others. The organisations best prepared to succeed in the competitive global
marketplace are those that engender full participation and promote teamwork through
enabling leadership.
The study of organisational behaviour involves examining processes at the individual, group
and organisational levels. The module design reflects these three levels of inquiry. Both
theoretical and applied approaches will be developed. Theory development will be based on
class lectures, discussion, class activities and assigned readings. While I will take a large
share of the responsibility for theory development, I expect extensive class participation for
the applications part. Hence, the module will feature a substantial amount of class
discussion and experiential exercises.
MODULE OBJECTIVES
Knowledge Objectives
Students will be able to draw on concepts and themes from the diverse disciplines that
contribute to our understanding of human behaviour in organisational settings. We will
explore key issues, frameworks for analysis and strategies for action.
Skill Objectives
The module will give the students the opportunity to:
? develop analytical skills that will be used in identifying, diagnosing and evaluating key
organisational issues
? apply theoretical concepts to real life organisational scenarios through the use of
case studies in class
? work productively in a team situation to produce a team assignment
LEARNING OUTCOMES
On completion of this module, students will have developed an understanding of key aspects
of organisational behaviour and human resource management and their relation to
organisational functioning and performance.
TEACHING METHODS
As the study of groups and group processes is critical to understanding behaviour in
organisations, some assignments will be completed in small teams of students. You should
be prepared to work in teams in this class, to participate in small team discussions, and to
share findings of group discussions with the class as a whole. The module will not tell you
what to do as a manager; rather, it is designed to exercise, challenge, and enrich your
‘managerial mind’, that is the frameworks with which you think about organisational
processes and the work of managing. The module will also encourage you to reflect on
yourself as a “person”. Being a good manager starts with a good understanding of one’s own
27
preferences, values and strengths. There will be exercises, which will encourage self-
reflection. I will try to play the role of the facilitator in the process. Each student is expected
to finish the research article selected for the particular topic before coming to the class.
MODULE OUTLINE
Session 1 Introduction to OB
? Fulmer (2003) “Are the 100 Best Better”
Session 2 Personality and Individual Differences
? Goleman (1998) “What makes a leader”
Session 3 Motivation
? Herzberg, F. (2003) “One more time: How do you motivate employees?” Harvard Business
Review, 81(1): 87-96.
Session 4 Working Together: Team Processes and Creativity
? Katzenbach & Smith: “The discipline of teams”
Session 5 Leadership
? Edmondson, Bohmer, and Pisano (2001). Speeding Up Team Learning. Harvard Business
Review.
Session 6 Power and Influence
? Cialdini, R., (2001) “Harnessing the science of persuasion”, Harvard Business Review, 79(9):
72-79.
Session 7 Organizational Culture
? Chatman, J. & Cha, S. (2003) “Leading by leveraging culture”, California Management
Review, 45(4): 20-34.
Session 8 Organizational Change
? Garvin, D.A. & Roberto, M.A. “Change Through Persuasion”. Harvard Business Review,
2005.
Session 9 Selected themes in Human Resource Management
Session 10 Syndicate Team presentations
READING
Suggested Textbooks:
? McShane, Steven and Von Glinow, Mary Ann. Organizational Behaviour, McGraw
Hill
? Huczynski, Andrzej A. and Buchanan, David A. Organizational Behaviour, Prentice
Hall
? Pearce, Jone L. Real Research for Real Managers, Melvin and Leigh.
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ASSESSMENT
Team Project 25%
Individual Participation (Communication Hub) 5%
Final Exam 70%
EVALUATING WRITTEN AND PRESENTED WORK
Managers and professionals have to communicate in a way that is clear, precise, and
informative. They have to be convincing, organising their thoughts clearly and making their
points with logic and supporting rationale. I look for similar elements when evaluating the
written work you submit:
? Discipline: Make sure written work is organised and readable. Convey main points
clearly to readers and in a logical manner.
? Justified Arguments: Support your assertions with evidence from relevant sources
(e.g., text, reading, interviews). Be sure to acknowledge sources.
? Specificity and Accuracy: Make specific rather than vague assertions. You will
have greater difficulty in justifying general observations/statements. Also, note that
accuracy in the use of technical terminology is critical. It is better to use an everyday
word you do understand than to use a nice-sounding technical term inappropriately.
? Wisdom: Think through the implications of your recommendations (well beyond the
obvious). Recognise potential unintended consequences and inherent trade-offs that
must be considered.
? Originality: The quality of your ideas is important. Show creative, independent
thinking as much as possible. Other things being equal, I reward attempts at
creativity and thinking “outside-the-box”.
? Academic Integrity: Signing your name to an exam or quiz signifies that the work is
your own. In written reports, give credit where credit is due, acknowledging sources
for both ideas and direct quotations. Follow accepted standards for citing and
referencing sources.
? Active Involvement: Participation in the Class and on the Communication Hub is
appreciated and encouraged. Individual participation marks (5%) are based on an
individual’s participation on the Discussion Board of the Communication Hub, which
is monitored based on the “quality” and “quantity”.
29
BS1415 STRATEGIC MANAGEMENT
Module Outline
MODULE LEADER
Name: Yuri Mishina
E-mail: [email protected]
MODULE AIMS
The central question of strategic management is how to enhance the performance of the
firm. We will explore this question by examining the variety of issues that confront managers
as they strive to enhance the performance of their firms. Some issues include: defining what
the firm “does,” whom the relevant competitors are, how the firm can try to gain an “edge”
over its competitors, and whether and how the firm can try to retain that “edge” over time.
The goal of this module is to provide you with the tools and concepts necessary to analyse
and understand how to formulate and implement the appropriate policies and strategies for a
firm. In order to do so, you will be taking a general management, as opposed to a functional
(e.g., accounting, finance, marketing), perspective in this module and thus will need to think
of how each action, decision or event will affect the firm as a whole. By the end of this
module, you should be able to actively and critically use module concepts to diagnose,
manage, design, change and generally make sense of the various firms in which you will
participate through the module of your lives.
A different area of strategic management will be explored during each class, and we will
examine how it can be used to anticipate, understand and resolve different problems that
arise for managers. Class discussions, exercises and readings from the textbook and
business press will be used to link strategic management concepts with real world issues
and problems. Because actively applying these concepts is such a central part of the
module, the conceptual topics covered may also be applied to cases that are assigned
subsequently. Case analysis and discussion are integral parts of the module. The cases are
designed to test and sharpen the ability of students’ to identify module concepts in actual
business settings and apply these concepts in decision-making.
MODULE OBJECTIVES
Knowledge Objectives
? Understand the central concepts in strategic management
? Understand which frameworks and tools to utilise for internal and external analyses
? Understand the relationship between the different strategic management concepts
Skill Objectives
? Ability to apply concepts and frameworks to business cases and real-life firms
? Ability to conduct an industry analysis
? Ability to analyse a firm’s resources and capabilities
? Ability to determine what business strategy might be appropriate for the firm, given its
internal and external context
? Enhanced skills in written and verbal communication, teamwork, analytical thinking,
decision-making, project planning and general management
LEARNING OUTCOMES
By the end of this module, you should be able to:
? actively and critically use module concepts to diagnose various firm situations
? actively and critically use module concepts to manage firms
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? actively and critically use module concepts to design firm systems
? actively and critically use module concepts to change various firm situations
? actively and critically use module concepts to evaluate various firm situations
TEACHING METHODS AND STRUCTURE
This is not a traditional lecture-based module. Although I will frequently have short lectures
to clarify and extend ideas from the readings, the majority of class time will generally be
spent discussing both the readings and the cases. I expect that you will have read the
assigned module material, analysed the assigned case, and be thoroughly prepared to
discuss both for each class period. In essence, the readings provide the basic ideas, and we
will use the class period to clarify and extend the ideas, as well as apply them in discussing
the case. Consequently, it will be difficult for you to follow along with the material or
participate in any meaningful way if you have not done the reading assignments beforehand.
You are expected to be an active participant in the class discussions. Participation in class
discussion is not only an opportunity for you to apply module concepts to demonstrate your
knowledge and analytical skills, but also gives me a chance to assess how well you and your
classmates understand a particular concept and whether or not I need to cover it in more
detail. If all class members are well-prepared for and actively participate in each class
discussion, we will all learn more from each other and the module will be more enjoyable as
well. In addition to class discussions, you will be expected to participate in any in-class
exercises that we have during the module.
ASSESSMENT (subject to change)
The module evaluation is as follows:
Final exam 60%
Group project 40%
READING LIST
You are required to prepare the following readings:
? Textbook (selected chapters): “Contemporary Strategy Analysis” (7
th
edition,
Blackwell Publishing) by Robert Grant. Please, see the “Module Schedule” section for
the indication of what chapters are required.
? Additional articles and readings
? Cases
? Lecture slides
31
BS1403 ENTREPRENEURIAL JOURNEY PART I
Module Outline
MODULE LEADER
Name: Dr Llewellyn Thomas
Email: [email protected]
INTRODUCTION
Entrepreneurship is a pattern of behaviour that enables us to recognise, evaluate and exploit
opportunities starting from the resources we currently control (at least our own knowledge or
network) and quickly building more value from that and beyond that. The mission the
entrepreneur embarks on is both complex and challenging as he/she constantly has to make
decisions under high uncertainty. Opportunities are fleeting and often difficult to evaluate,
customers are fickle or unaware, resources are scarce and there exists the ever present
threat of competition. In this harsh commercial environment the entrepreneur needs to be
flexible, but proceed with caution. He/she needs intuition and self-confidence, but it is
equally important to recognise that no-one can achieve great things alone and that reality
can rarely be captured accurately on a first impression.
The objective of this module is to guide students through the exciting challenge of
successfully taking an idea or a technology to market. The concepts, skills, tools and
behaviours taught on this module apply equally to the for-profit, public and not-for-profit
sectors of the global economy, for as far as growth is intended.
MODULE AIMS
The module provides students with a stimulating and integrated view on the practice of
entrepreneurship and new venture creation. The central aim of the module is to de-mystify
entrepreneurship and to demonstrate that many of the skills and competencies required to
launch and grow a successful business can be learned and practiced. Some of these
attributes students will already have acquired in other modules, others will be taught and
practiced during this module. This module will bring all these elements together and make
them applicable and accessible for venturing under uncertainty.
Our starting point is that the majority of entrepreneurs are made, not born, and that most
people have a choice about the behaviour they display. It assumes no prior knowledge of the
specific subject area and only basic generic prior knowledge. The module will equip students
with much of the knowledge, skills, confidence and inspiration required to launch and
manage a high potential new venture.
The module establishes the foundations of the Entrepreneurial Journey Part II.
LEARNING OUTCOMES
On completion of the module, the student will understand how to:
? explain the steps in the entrepreneurial journey, both for technology push and demand
pull ideas
? scout and ideate venture ideas
? consider the viability of a new business idea, from a combined ethical, social and
business point of view
? produce an opportunity assessment for a new venture.
? perform entrepreneurial market research, industry analysis and build a business model
? make a sale and communicate well with partners and customers
? make use of the different forms of prototyping
32
? develop an initial financial plan and a operational roadmaps
? structure a business plan
? pitch an idea and convince stakeholders
STRUCTURE
The theory module comprises 10 two-hour sessions:
? Introduction – about entrepreneurship
? Finding and evaluating entrepreneurial opportunities
? Creative problem solving and ideation
? Market research and segmentation
? Environment assessment and business model
? Prototyping and in-market testing
? Selling and communication with partners and first customers
? Entrepreneurial finance, financial planning and roadmaps
? Business plan
? Pitching
TEACHING METHODS
EJ I involves the theoretical component of the entrepreneurship teaching, giving a general
introduction to tools and frameworks which are useful in the process of creating an
entrepreneurial venture. These classes will be highly interactive, with a large part of class
time devoted to discussion of cases. It is expected that all students prepare for class by
reading the key readings and cases in advance in order to make the quality of the discussion
as high as possible.
A Mock Exam session will be organised.
READING AND LEARNING MATERIALS
The key reading for this module is The Smart Entrepreneur by Bart Clarysse and Sabrina
Kiefer. Each part of the module is loosely based around one or more chapters from the book.
Additional readings for each session will give students a more in-depth understanding of the
relevant concepts and theories. Cases and additional reading material will be published on
the HUB at the start end of the Autumn term.
Key reading:
Clarysse, B., and Kiefer, S. 2011. The Smart Entrepreneur.
ASSESSMENT (to be confirmed)
The module evaluation is as follows:
Final exam: 100%
33
BS1402 MANAGEMENT OF DESIGN
Module Outline
MODULE LEADER
Name: Dr Ileana Stigliani
E-mail: [email protected]
MODULE AIMS
In this module we explore new and advanced approaches to understanding design,
creativity, design-driven innovation, and consumers’ behaviour.
The module aims to equip students with an understanding of the contemporary challenges in
the management of design and design-driven innovation. Moreover, it is concerned with
understanding how firms develop, acquire and exploit design and innovation, and how
innovations are adopted and consumed by users. The module provides evidence of different
approaches based on real-world examples and experiences of leading international
organisations from around the world.
The management of design and design-driven innovation is one of the most important and
challenging aspects of modern organisation. Innovation is the fundamental driver of
competitiveness and it plays a significant role in improving the quality of life. Design is a
critical aspect in the success or failure of new products and services, while "design thinking"
is now being applied to the structure of organisations and their inter-relationships with
others. Therefore, understanding design can not only help firms make better and more user-
friendly products and services, but also better business decisions.
Design and innovation are inherently difficult, uncertain and risky, and most new
technologies fail to be translated into useable and popular products and services. Given this
fact, it is essential that students understand the strategies, tools and techniques for
managing innovation and design, particularly as the management of these often requires a
different set of management skills from those employed in everyday business administration.
The module draws upon the recent research of the Innovation and Entrepreneurship Group
at Imperial College Business School, as well as our collaborations, especially that with the
Royal College of Art through Design London.
MODULE OBJECTIVES
Knowledge Objectives
During this module students will learn concepts, experiences, and tools aimed at increasing
their understanding of how business firms can take advantage of design and designers’ work
to stimulate product and service innovation, and to build and sustain competitive advantage.
Furthermore, students will understand and appreciate the important role of consumers in
design and innovation.
Skill Objectives
? Diagnostic and analytical skills
? Enhance verbal skills via class and syndicate discussions
? Develop presentation skills via film and group work
? Build up judgement and interpretation skills
? Learn how to evaluate different options
? Formulate and develop strategy
? Assess and resolve managerial challenges
34
LEARNING OUTCOMES
At the end of this module students should be able to demonstrate knowledge, critical
assessment and application of the following:
? The concepts of design, design-driven innovation, creativity, and user-behaviours
? The “design industry”, its main actors, and how different types of design consultancies
are structured and operate
? The perspective of designers and the logic of “design thinking”
? The potential contribution of design and designers to competitive advantage, value
creation and strategic renewal
? The design processes, its methods and techniques
? Contemporary approaches to managing design
? The process of consumer implementation and use of innovations
TEACHING METHODS
The module is based on 10 interactive two-hour lecture sessions, devoted to particular topics
related to design and innovation management. Lectures will include presentations, case-
studies and videos. The module notes will be distributed to students prior to the beginning of
the module. Many, if not most classes will include in-class case-based exercises. It is
expected that there will be guest lecturers from the Innovation and Entrepreneurship Group
of the Business School. Students are required to read the readings and cases in advance,
and come to class prepared to discuss and interact.
READINGS
? J. Heskett, 2005. Design. A Very Short Introduction, Oxford University Press
? Course pack (Management of Design: Cases and readings).
ASSESSMENT
The assessment of the module involves a written exam, a group project, an in-class group
exercise and MCQs on the case studies:
1. Exam 60%
2. Group project 25%
3. On-line quizzes and in-class group exercise 15%.
35
BS1404 INNOVATION MANAGEMENT
Module Outline
MODULE LEADER
Name: Dr Paola Criscuolo
Email: [email protected]
MODULE AIMS
Innovation management is one of the most challenging and exciting areas of managerial
practice. In many industries, the ability to innovate is critical to building and sustaining
competitive advantage. It provides the means to allow organisations to grow and prosper.
Innovation is about more than generating ideas; it is also about implementing these ideas
and capturing value from them. Although innovation is inherently complex and uncertain,
there are a range of tools and practices that can help organisations be more successful at
the developing of new products, processes and services.
Drawing on the experiences of leading innovators, this module aims to equip students with
the skills to organise and shape the innovation process within modern organisations. The
module draws on insights from the Business School’s vast research programme, as well as
our experiences working with leading innovators, such as IBM, Arup, Nokia, P&G, HP, and
others. By the end of the module, students should be able to understand and interpret
managerial strategies associated with different types of innovation. They should know the
different ways organisations seek to profit from their innovations and how best to organise
the innovation process within the firm.
MODULE OBJECTIVES
Knowledge Objectives
? understand the definitions and concepts of invention, research, technological
development and innovation
? explore the main models of innovation
? use and apply tools of innovation management
? appreciate the main mechanisms to capture value from innovations
Skill Objectives
? diagnostic and analytical skills
? to think creatively about how best to manage complex and uncertain efforts
? enhance verbal skills via class and group discussions
? build up judgemental and interpretation skills
? learn how to evaluate different strategic options
? assess and resolve managerial challenges
LEARNING OUTCOMES
At the end of this module students will be able to:
? assess and interpret the innovation process
? develop and formulate managerial strategies to shape innovative performance
? utilise tools of innovation management to map and measure innovative activities
? diagnose different innovation challenges and make effective recommendations for
resolving them
? employ different ethically and socially sound mechanisms to profit from innovative
efforts
36
TEACHING METHODS
The module will be delivered through lectures, videos, class discussion and case-based
exercises. Students will be expected to complete the required reading before the lectures
and to engage in debates and other exchanges related to the topics of each week’s session.
The teaching philosophy is based on “active learning” whereby students are active
participants in the learning process and create their own experiences through independent
and interactive inquiry and analysis.
There will be a message board for the module. Students are welcome to post questions on
this board and these discussions will be monitored and facilitated by the lecturer.
GUEST SPEAKERS
There will be one or two guest speakers from outside the university.
READING LIST
Textbook
There is a textbook for the class and we will follow it closely. You are strongly advised to
purchase this book for the class.
? Melissa Schilling: Strategic Management of Technological Innovation, McGrawHill,
International Edition 2011.
?
Another book that provides an excellent overview of the management of innovation:
? Dodgson, M. Gann, D. and Salter A. The management of technological innovation:
strategy and practice, Oxford University Press, 2008.
A full reading list will be posted on the Hub.
ASSESSMENT
Exam (70%)
Coursework (25%)
Answers quizzes (5%)
The assessment methods will provide ample opportunity for the students to demonstrate
their achievement of the learning outcomes. The exam will be made up of a mixture of
multiple choice, short and long answer questions. Students will be required to demonstrate
knowledge of the module materials and the ability to think creatively about some of the major
managerial challenges associated with innovation management.
37
BS1413 INTERNATIONAL MARKETING
Module Outline
MODULE LEADER
Name: Angela Dalrymple
E-mail: [email protected]
MODULE AIMS
The aim of the module is to demonstrate that International Marketing is essentially about
understanding the ways in which an international organisation can serve its customers better
than its competitors, and continue to do so over time. More specifically the aim is to
introduce key marketing concepts, to understand the principles of marketing analysis, and
how marketing is an essential element of global business strategic planning.
MODULE OBJECTIVES
Knowledge Objectives
Students will develop a sound understanding of the following concepts and issues in an
international context:
? principles of international marketing, orientation and globalisation
? the international marketing mix
? market analysis, segmentation, targeting, and positioning
? competitor analysis
? consumer behaviour and decision making
? marketing research
? new product development, digital marketing and social networking
? differentiation of product and service marketing
? sales channels and international market entry strategies
? international brand management
Skill Objectives
Students will learn:
? to appreciate that the key to successful marketing starts with effective analysis and
diagnosis
? how to use the necessary tools and concepts to be able to undertake such an analysis
? how to develop coherent international marketing strategies that provide relevant
differentiation and result in sustainable competitive advantage / profit
The module is practical and managerial, and focuses on marketing-related criteria which
customers use to differentiate between competitive offerings, how they make purchasing
decisions, and to what extent marketing can influence their choice.
LEARNING OUTCOMES
On completion of this module students will be able to:
? Evaluate which analytical tools and framework to apply in analysing international
marketing challenges
? Critically evaluate which modules of action would be most relevant and ethically and
socially sound to recommend in an international marketing context
? Develop a greater understanding of the marketing perspective in international business
? Develop critical skills in interacting successfully with marketers and marketing
departments internationally
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ASSESSMENT
Coursework: Team assignment (30%)
Examination: Individual examination (70%)
TEACHING METHODS
Each week there will be two 2-hour teaching sessions, including lectures and whole class
discussions addressing specific real world marketing subjects and case studies. Students will
be briefed on the preparation required to facilitate these class discussions. Some syndicate
group presentations will be required.
READING LIST
Key Textbook
? Brassington, F. & Pettitt, S. (2012) Essentials of Marketing. Pearson Prentice Hall (3
rd
Edition)
Supplementary Reading
? Hollensen, S (2012) Essentials of Global Marketing. Financial Times / Prentice-Hall (2
nd
Edition)
? Kotler, P. Armstrong, G., Harris, L.C. & Piercy, N. (2013) Principles of Marketing.
Prentice Hall (6
th
European Edition) (All editions are relevant for marketing concepts)
? Keegan, W.J., Green, M.C. (2012) Global Marketing. Pearson (7
th
Edition)
? Doole, I. & Lowe, R. (2012) International Marketing Strategy. Cengage Learning (6
th
Edition)
Additional Reading
Marketing
Marketing Week
Campaign
Research Sources
Datamonitor
Euromonitor
Market Research Society
ESOMAR
Direct Marketing Association
Advertising Standards Authority
The Economist – Pocket World in Figures
Case studies to be issued with lecture notes.
39
BS1405 VENTURE CAPITAL AND GROWTH FINANCE
Module Outline
MODULE LEADER
Name: Professor Mike Wright
E-mail: [email protected]
MODULE AIMS
Growing their ventures poses both exciting and frustrating challenges for entrepreneurs,
none more so than raising finance. Entrepreneurs in growing firms are typically unable to
generate the funds they need for growth from their own revenues and resources but must
seek external funding. This means they have to persuade investors such as venture capital
firms to provide substantial amounts of money to support what may be little more than an
idea or often at best a venture with a limited track record. They are also likely to have to
trade some of their ownership of the venture for the opportunity to achieve greater returns.
Accessing growth finance is therefore complex and uncertain. The module aims to demystify
this process by showing how venture capital providers go about making their investments
and explaining how entrepreneurs in growing firms can make their ventures investor ready.
The module builds on the earlier modules in the module and on the experiences of leading
financiers and entrepreneurs and aims to provide students with the expertise to understand
and access finance within growing ventures.
The module draws on insights from the Business School’s world leading research
programmes on high growth entrepreneurs, venture capital and private equity, including the
Centre for Management Buyout Research as well as our experience working with
organizations involved in the funding of high growth ventures such as the British and
European Venture Capital Associations, NESTA, Barclays Private Equity, Ernst & Young,
and many other venture capital and private equity firms. By the end of the module, students
should be able to understand entrepreneurs’ financing needs in growing ventures, what the
financiers of growing ventures look for in deciding to invest and how financiers assess, value
structure, monitor and exit their investments. Students should know about different ways to
growth and the different types of providers of growth finance.
MODULE OBJECTIVES
Knowledge Objectives
? to provide an understanding of the operation of growth finance markets from the
perspectives of both the investor and the entrepreneur
? to consider the issues relating to growth finance for both growing new start-ups and
established businesses
Skill Objectives
? diagnostic and analytical skills
? to think creatively about how best to present complex and uncertain entrepreneurial
ventures
? enhance verbal skills via class and group discussions
? build up judgemental and interpretation skills
? learn how to evaluate entrepreneurial financing options
? assess and resolve managerial, financial and entrepreneurial challenges that arise
during the period of the investment
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LEARNING OUTCOMES
At the end of this module students will be able to demonstrate the ability to evaluate, and
make critical assessments of the following:
? the factors looked for by growth financiers such as venture capital firms in assessing,
structuring and monitoring investments
? the essential tools required to assess, value, structure and monitor venture capital
investments
? the tools gained in the module will be of central relevance for students’ preparation of
business plans in the summer term and subsequently.
TEACHING METHODS
The module will be taught in 10 two hour sessions including lectures, group work and
discussion. In each session, there will be an in-class case exercise relating to aspects of the
venture growth finance process. The exercises are designed to deepen the student’s
knowledge of topics raised in the lectures. All students are expected to participate in the
exercises, but they will not be graded. The details of the exercises will be explained in class
and the findings of the exercises will be also discussed during the class or the following
week.
Students are expected to come to class having thoughtfully studied the required materials.
During the lectures, students are encouraged to ask questions and contribute to the class
discussion. In addition, there will be a Hub message board for the module. Students are
welcome to post questions on this board and these discussions will be monitored and
facilitated by the lecturer.
READING LIST
Textbook
Students will be provided with a dedicated module pack of essential readings as there is not
really an overall textbook. However, students can download for free the following monograph
which provides much of the basics relating to venture capital and private equity:
? John Gilligan and Mike Wright. Private Equity Demystified -2012 Edition. London:
ICAEW, 2012. Downloadable from:http://www.icaew.com/~/media/Files/Technical/Corporate-
finance/Financing%20change/private-equity-demystified-an-explanatory-guide-2nd-
edition.ashx
ASSESSMENT
Exam (70%)
Team coursework (30%)
The assessment methods should provide ample opportunity for the student to demonstrate
their achievement of the learning outcomes.
41
BS1401 BUSINESS MODELS AND INTELLECTUAL PROPERTY
Module Outline
MODULE LEADER
Name: Dr Llewellyn Thomas
Email: [email protected]
MODULE AIMS
Business models explain how a business succeeds to create, deliver and capture value.
They are about designing the organisation to enact an opportunity. While there are
numerous entrepreneurial opportunities, the challenge is to create viable businesses through
designing appropriate value propositions, profit formulas, resources, and processes. In this
module, we focus on factors that go into crafting and structuring a business.
Some successes stem from the application of new technologies, others from new ways to
package and charge for services that existing technologies can deliver. This module teaches
students how to construct business models and explore new models. It looks at the forms of
Intellectual Property (IP) available to innovators and entrepreneurs, examining how to obtain
and enforce different forms of IP, in order to capture maximum value, now or in the future.
The module will be centred on case discussions drawn from diverse industries, allowing us to
gain a broader understanding of entrepreneurship principles.
OVERVIEW OF MODULE CONTENT
? Developing coherent and viable business models
? Recognising different methods for value appropriation and alternative revenue models
? Awareness of forms of IP and their roles in business models
? Understanding the drivers of profitability of a business model
MODULE OBJECTIVES
At the end of this module, students will be able to demonstrate understanding, critical
assessment, and application of the following:
? The definitions and concepts a business models
? Business model strategies to benefit from technological opportunities
? Evaluate revenue models and financial value drivers in business model
? Role and value of intellectual property rights in business models
? Understanding of how competitiveness is influenced by business model innovation
STRUCTURE
This module will be offered through 10 in-class sessions of 2 hours.
TEACHING METHODS
The challenges of teaching business models are that (a) the area itself is new and emerging;
(b) the subject can involve so many variations on countries and strategies; and (c) the viability
of new ventures isn’t immediately clear. Thus the best way to deal with such ambiguity is to
become involved in lots of different strategies, learning from each and building up one’s
experience in approaching the issues involved.
For this reason this module is designed to expose you to as many contexts as possible,
requiring you to analyse each situation, identify the truly key issues, and hopefully become
42
more proficient at thinking through the possibilities and pitfalls of alternative approaches to
various aspects of entrepreneurship in this renewable energy context.
It is important that you prepare all cases and participate in the discussion of each case.
This is not a module where you can learn by simply skimming the case beforehand and then
picking up a few useful points from the discussion. You will only learn from struggling with the
issues beforehand, reaching your own initial conclusions, and then building on that experience
in the discussion. Working on the cases with a small study group will likely prove very helpful.
ASSESSMENT
Coursework (100%) – in teams of 6.
The final project is a group-based analysis of a new business idea. The maximum 4000-
word report consists of information collected and analysis carried out about the industry
environment and competitors, potential customer base, technological characteristics,
business model (components and their interactions), and competitive strategies (including
IPR).
You can collect information about the industry and the field of technology through interviews
and/or archival search: personal contacts, newspaper articles, websites, academic papers,
trade press, etc.
The project will be marked on the basis of research material and content (40%), analysis and
its implications (40%), and organisation, clarity, presentation and structure (20%). All
members of the group will receive the same mark, regardless of individual contributions.
Groups will make short presentations in the last session of the module. Insightful application
of concepts, analyses, and models studied over the module is rewarded.
READING LIST
Core Readings
? Business Model Generation, A. Osterwalder, Yves Pigneur, Alan Smith, and 470
practitioners from 45 countries, self published, 2010
43
BS1406 ENTRPEPRENEURIAL JOURNEY PART II
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
Co-tutor: TBC
MODULE AIMS
The Entrepreneurial Journey Part II builds on the Entrepreneurial Journey Part I. While Part I
focuses on knowledge and skills, Part II focuses on skills and experience. It involves
students selecting and researching a real business idea and either writing a business plan,
or writing a report explaining the insights that have led to a negative business case, i.e.
abandoning an entrepreneurial idea. Students go through the entrepreneurial journey step
by step, guided by the Online Toolbox and an intense programme of workshops and
coaching. Teams present their final plan (or negative business case) to their peers and a
panel of academic and investor judges in a competition held at the end of the summer term.
MODULE OBJECTIVES
The main objective of the module is to provide students with the live experience of
researching and developing a novel business case and making it ready for investment. This
comprises the use of:
? Entrepreneurial market research, entrepreneurial finance, business modelling
? Talking professionally to customers and partners
? Presentation skills
? Team work
LEARNING OUTCOMES
By the end of the module, students will be able to:
? recruit, select and incentivise an entrepreneurial team
? evaluate the ethical, social and business viability of a business idea, detecting
upfront breaking points
? use tools and frameworks to constantly evaluate, improve, change and develop
ventures and business cases
? carry out effective client communication
? apply lo-fi prototyping in idea assessment and development
? work effectively, ethically and responsibly within a team under pressure and uncertainty
? develop and deliver an entrepreneurship pitch for a new venture and present a business idea
to a panel of investors/judges
TEACHING METHODS
The taught aspect of the Entrepreneurial Journey Part II is the “flipped classroom”, where
students lead the learning experience. Students use the Online Toolboxhttp://icl.thesmartentrepreneur.net/, which contains the steps and process for the
development of their business case. They use the Toolbox as a knowledge base, and also
as a step-by-step guideline through the Entrepreneurial Journey.
Involvement of the module leader and the tutor is 100% via coaching (face-to-face or as part
of the workshop panels).
44
MODULE STRUCTURE
As EJII is not a regular module, but more a long term entrepreneurial bootcamp, it is
structured in a specific way.
First of all it is crucial for students to find a team that fits together and an idea that is exciting
and realistic. To give students sufficient time to find that powerful team and to select and
evaluate the best EJ idea for the team, we introduce the module already in the Autumn Term
and include a long preparation phase. During this phase students discuss the ideas they
have with each other and teams are formed around the common areas of interest. Once
formed, teams will have the opportunity to consult with the module leader to receive first
feedback on their ideas. The preparation phase will run from November until the start of EJ
II.
During EJ II, we continue to support teams intensely. The actual module period comprises:
- The Kick-off Event
- 3 Pitching Workshops
- 3 Individual Team Coaching Sessions.
- The Business Plan Competition
Programme:
Autumn Term – Preparation Phase:
How to get the most out of EJ: a short introductory session about how to start preparing
for a successful EJ.
“Forming a powerful entrepreneurial team and selecting co-founders for EJ”, a
workshop by Ingrid Declerq
Idea Counseling sessions. Throughout the Autumn and Spring term student teams can
book 2 consultation slots with the module leader to present project ideas and receive initial
feedback.
Spring and Summer Term – EJ II
1. Kick-off Event: This event is a half day plenary session during which we make the
acquaintance of all teams. Teams present their project idea in a ”Pitch Light” and receive
comments form a panel consisting of the module coaches and two external investors. The
module leader will assign the dedicated coach for each project during this session.
EJ I and II time line
45
2. Pitching Workshop: Focus on Ideation
Teams will pitch and present work in progress, before a panel consisting of their coach, one
or two external investors/entrepreneurs and one other peer team. The focus in this session
is on the idea, the relevance of the problem and the uniqueness of the solution.
3. Coaching Session: teams work with the coach in an individual one hour feedback
session.
4. Pitching Workshop: Focus on Value Proposition
In this pitching workshop the presenting and feedback format is maintained, but now the
focus is on the Value Proposition. Teams will present insights obtained from intense market
research and industry analysis and will show the panel who the client is, which partners will
be involved and how the venture will make money.
5. Coaching Session
6. Pitching Workshop: Focus on Prototyping and In-Market Testing
Teams will present the prototype they have developed and the adaptations the in-market
testing activities have brought to the business idea.
7. Coaching Session
8. Business Plan Competition: During the final session, all the teams will come together
and present their business cases in a competitive arena before a panel of investors and
seasoned entrepreneurs. Not only will presentations be marked during this session, the
panel of external judges will also select the winner of the IEM Business Plan Competition as
well as the delegates for the I&E Startup! Challenge.
About the Pitching Workshops
Pitching workshops are each 90 minutes long. Each pitching workshop has a different focus
(see above, for further detail consult the Online Toolbox: www.icl.thesmartentrepreneur.net).
For this purpose the cohort is split into smaller groups, each containing two teams. We will
make a different combination of pitching teams every time to guarantee maximum variation
and dynamism in the sessions. At the start of the workshop, the first team will pitch and
further present a report on progress made (i.e. what did we found out and how, what does it
mean for us, what are we doing next).
It will then receive feedback as follows:
a) From peers. The second team will play an investor role and in this capacity it will provide
feedback and will challenge the peer team in an active way. The pitching sessions are
compulsory for all team members, as providing feedback to peers is a substantial part of the
learning experience.
b) From a panel of external coaches. The feedback from external coaches may involve expert
opinions, additional questions or challenges, or general business feedback depending on the
profile and the interest of the particular panel member. Panel members are invited from the
London entrepreneurial community and the extensive Imperial College Alumni Network. As
projects may change during the module of the Journey, no guarantee is given with regards to
particular expertise or background of panel members relating to the project subjects.
c) From the coach who will focus on the use of methodology and will challenge the work in
general.
After one team has received feedback from all parties, the roles of both teams are inversed.
At the end of the session the coach provides a wrap-up with an outlook to the next session
and what is expected from the teams.
Very important note: pitching workshops are compulsory and involvement will be graded.
46
About Team Coaching Sessions
Each team will also be entitled to 3 coaching sessions with the assigned personal coach.
This individual moment of face time may be used by the students to:
? discuss feedback received during the pitching workshops
? obtain advice and guidance on the feedback received from clients and partners
? receive assistance in general on their business case, the methodology used and progress
made
Very Important Note: It is the responsibility of the team to prepare questions and use this
moment to the team’s advantage. It is the role of the coach to provide feedback on what the
students are bringing to the table.
TEACHING MATERIAL
- The core teaching material is the online Toolbox:http://icl.thesmartentrepreneur.net/, which
students should explore and study before and during the Entrepreneurial Journey.
- The Smart Entrepreneur EJ I textbook.
ASSESSMENT
Coursework: 100%
Pitch Light: 10%
- Content: up front breaking points, consistency of the story
- Performance and presentation skills: appropriate style, personal attitude, creativity of the
charts
- Q&A: accurateness, consistency
Class room co-operation: 15%
This mark will reflect the engagement of the team during pitching workshops, including the
performance of the team as a panel providing feedback for their peer team. It will also reflect
the transformation of the idea between the beginning and the end of the Journey.
Full Pitch: 35%
- Content: credibility, consistency, structure
- Performance and presentation skills: appropriate style, personal attitude, creativity of the
charts
- Q&A: accurateness, consistency
Written Business Plan or negative case study: 40%
- Content: overall credibility and strength of research, robustness, originality, consistency
- Format: structure, writing style, look and feel
47
BS1409 CONSULTING PROJECT COURSE (CPC)
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
MODULE AIMS
The CPC aims to contribute to the development of the participant’s managerial potential by
explaining and applying problem solving techniques in complex and challenging business
situations. The focus is on developing the students’ skills in managing a real consulting
project from inception to completion, drawing on the knowledge and skills achieved in other
modules of the MSc Innovation, Entrepreneurship and Management programme. The
module will give students, who have no or little exposure to industrial situations, the
opportunity to experience and operate in a real world situation.
MODULE OBJECTIVES
Knowledge Objectives
Participants should develop the ability to:
? analyse a real consultancy problem
? apply their knowledge from other modules to solve a real consultancy problem
? integrate theoretical knowledge with practical skills relevant to industry
Skill objectives
Participants should develop the ability to:
? carry out research and industry analysis and evaluate their results
? analyse and interpret real world business problems
? manage clients’ expectations
? deliver value through the project to the client
LEARNING OBJECTIVES
Upon completion of the module, participants will have developed:
? problem solving skills in relevant business situations
? analytical skills to select and use relevant information for the purpose of producing
consulting projects
? delivery skills to write a report that could be used by practicing managers
? project management skills to deliver to a pre-assigned set of requirements, external
time frame and the highest ethical values.
STRUCTURE
The project scenario will be introduced in the second half of the spring term and students will
undertake the bulk of the work in July. Students will be given guidance through support
classes in Consulting Skills and advice by corporate representatives. Students will present
their results to a panel of judges made of academics and corporate representatives and the
final report will be submitted at the beginning of August. The project may require the students
to go to corporate sites overseas.
ASSESSMENT
Team coursework 3000-word project report and team presentation
48
BS1418 WORK PLACEMENT
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
MODULE AIMS
Work Placements contribute to the development of the student’s managerial potential by
applying problem solving techniques to a challenging business situation in which the student
is fully immersed. The focus is on developing the students’ skills in managing real business
tasks in one specific business context, drawing on the knowledge and skills achieved in other
modules of the MSc Innovation, Entrepreneurship and Management programme. The
module will give students who have had little or no exposure to the corporate environment,
the opportunity to experience and operate in a real world situation.
MODULE OBJECTIVES
Knowledge Objectives
Participants should develop the ability to:
? analyse real business related problems
? apply their knowledge from other modules to solve real business tasks
? integrate theoretical knowledge with practical skills relevant to industry
Skill objectives
Participants should develop the ability to:
? carry out business related tasks and analysis and evaluate their results
? analyse and interpret real world business problems
? manage line manager’s, peer and clients’ expectations
? deliver value through the completion of tasks to the organisation they work for
LEARNING OUTCOMES
Upon completion of the module, participants will have developed:
? Problem solving skills in a business situation
? Analytical skills to select and use relevant information for a given task
? Communication / presentation skills to produce a report
? Project management skills to deliver to a pre-assigned set of requirements, external
time frame and the highest ethical values.
STRUCTURE
Those students who choose to take this module must secure their own work placements and
submit details of their work placement to the Programme Team by the end of April. The
Programme Director, in consultation with the Careers and Development Team, will vet all
proposals by evaluating if the work placement is relevant to the programme and its learning
outcomes and is carried out by a credible organisation.
ASSESSMENT
Individual portfolio containing sufficient evidence and self-evaluation of the achievement of
each learning outcome.
49
BS1417 INTERNATIONAL STUDY TOUR
Module Outline
COURSE LEADER
Name: Kristien De Wolf
Email: [email protected]
COURSE AIMS
The International Study Tour is an optional module that can be taken in place of the
Innovation, Entrepreneurship and Management Report. The aim of the tour is to give
students a chance to experience first-hand the social and cultural dynamics of business in
another country. The tour will consist of a number of visits to different companies across a
range of industry sectors, as well as social and cultural activities.
Students who attend the tour will be required to write a 5,000-word report on a managerial
theme related to the tour. Students are expected to engage with the companies they visit on
the tour to provide information for their report.
The report will be the final assessment of the MSc Innovation, Entrepreneurship and
Management programme and students are expected to demonstrate they have met the
learning outcomes of the entire programme.
MODULE OBJECTIVES
Knowledge Objectives
During the module, students will develop the ability to:
? learn about the socio-economic and business environment of another country
? gain real life exposure to a variety of international sectors and functions
? apply their knowledge from other modules to a real international business issue
Skill objectives
During the module, students will develop the ability to:
? carry out, interpret, evaluate and synthesise information from the tour and existing
literature related to a managerial theme
? effectively express in writing their opinion and critical evaluation on a managerial
theme related to the tour
? carry out unsupervised tasks and manage their time effectively
LEARNING OBJECTIVES
Upon completion of the module, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation
and new venture, the external context in which they operate, and how they are
managed
? apply analytical techniques to decision making in building and supporting new
businesses and ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship
informed by leading-edge research and practice in the field
? enhance lifelong learning skills and personal development, and be able to work with
self-direction
? develop skills to launch and support new business ventures and exploit opportunities
arising from new ideas to create new sustainable business models and create
economic and social value
? appreciate the social and cultural dynamics of business in another country
50
? develop further international business experience
? contextualise and apply knowledge gained to their future working practices
STRUCTURE
? a list of themes related to the tour will be proposed to students for them to choose
from
? students are expected to engage with the companies on the tour and to integrate the
content of any discussions into their final report
? students will receive final feedback upon submission
The tour will run in the week of 20 April 2015. Students are expected to fund the tour
themselves.
ASSESSMENT
Individual coursework Team coursework, Video Presentation
51
BS1410 INNOVATION, ENTREPRENEURSHIP AND MANAGEMENT
REPORT
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
MODULE AIMS
The Innovation, Entrepreneurship and Management Report is a 5,000-word unsupervised
report which requires students to apply the knowledge that they have learnt in the rest of the
programme to explore a topic in some considerable depth and across several management
disciplines. The report is the final assessment of the MSc Innovation, Entrepreneurship and
Management programme and students are expected to demonstrate they have met the
learning outcomes of the entire programme.
MODULE OBJECTIVES
Knowledge Objectives
During the module, students should develop the ability to:
? apply their knowledge from other modules to analyse a managerial theme
? integrate theoretical knowledge with evaluation skills relevant to an innovative and
entrepreneurial theme
Skill Objectives
During the module, students should develop the ability to:
? carry out an analysis of, interpret, evaluate and synthesise existing literature related to
an innovative and entrepreneurial theme
? effectively express in writing their opinion and critical evaluation on an innovative and
entrepreneurial theme
? carry out unsupervised tasks and manage their time effectively
LEARNING OUTCOMES
Upon completion of the module, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation
and new venture, the external context in which they operate, and how they are
managed
? apply analytical techniques to decision making in building and supporting new
businesses and ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship
informed by leading-edge research and practice in the field
? enhance lifelong learning skills and personal development, and be able to work with
self-direction
? develop skills to launch and support new business ventures and exploit opportunities
arising from new ideas to create new sustainable business models and create
economic and social value
STRUCTURE
? a list of themes will be proposed to all students for them to choose from
? students will carry out their essay unsupervised and will receive final feedback upon
submission
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ASSESSMENT
Individual coursework 5,000-word essay
53
BS1416 CAREER AND PROFESSIONAL DEVELOPMENT
WORKSHOPS
Module Outline
MODULE LEADER
Name: Cassie Gilbert
Room: Careers Area, MENG 448
E-mail: [email protected]
MODULE AIMS
The aim of the module is to equip students with the tools needed to identify their career goals
and to achieve them. The careers sessions will explore each student’s personal and career
motivations in more detail, to allow them to better identify what type of role best matches
their skills, motivators, interests and working style preferences. The follow up sessions will
focus on how individuals can successfully market themselves to future employers, as well as
the personal development sessions that will give students the valuable transferable skills that
will be useful during the programme and when applying for roles and throughout their career.
MODULE OBJECTIVES
Knowledge Objectives
By the end of this module, students will know:
? what career options might fit their skills and motivators
? what makes a successful CV, cover letter and application form
? how to make the right impact at interview and assessment centre
? what makes an effective networker and how to access the hidden job market
Skills Objectives
By the end of this module, students should develop the ability to:
? work effectively in a group
? present with impact
? work in cross cultural teams
The module is a mixture of theory and practical elements.
LEARNING OUTCOMES
The purpose of the module is to provide students with the tools they need to research the
opportunities out there and effectively market themselves; it is not a placement service.
ASSESSMENT (subject to change)
This module is a pass/fail element of the programme based on attendance. Students are
required to attend 3 out of 5 careers sessions per term. This will be monitored. Students who
have attended the presessional Consulting Industry module are exempt from the Autumn
term workshops.
TEACHING METHODS
Students will attend career workshops, which will be delivered by experts within the careers
team as well as outside providers. Those running the workshops have extensive experience
of the graduate recruitment and experienced hire market, with many of them previously
working in Graduate Recruitment in industries such as Consulting.
54
Students may also wish to see the career consultants for a one-to-one session that will be
tailored to their individual needs. Whether you want to fine tune your CV, take part in a mock
interview or review your overall career strategy, our team are here to help.
Additional Essential Reading – weekly and daily!!
The careers team weekly bulletin
Symplicity for events and 1:1 sessions
The careers website www.imperial.ac.uk/business-school/cpds
The Times
FT
Economist
Research Sources
To research potential job opportunities please see below
e-financial Careers - www.efinancialcareers.co.uk
Imperial College ‘jobslive’http://www3.imperial.ac.uk/careers/resources/jobslive
Imperial College Business School ‘Symplicity”https://imperial-csm.symplicity.com/students
Inside Careers -http://www.insidecareers.co.uk/
Milkround - www.milkround.com
Prospects - www.prospects.ac.uk
Target Jobs -http://targetjobs.co.uk/
Totallyfinancial.com - www.totallyfinancial.com/
3
Personal Skills Development for Individual Courses
Written Presentations Spreadsheets
Analytical
& Critical
Reasoning Verbal Teamwork
Personal
Skills
Core Course
Accounting and Corp. Reporting
Analysis
? ? ? ? ? ?
Business Economics ? ? ? ? ?
Business Models and Intellectual
Property
? ? ? ? ? ?
Innovation Management ? ? ? ? ? ?
International Marketing ? ? ? ? ? ?
Management of Design ? ? ? ? ?
Organisational Behaviour and
Human Resource Management
? ? ? ? ? ?
Project Management ? ? ? ? ? ? ?
Strategic Management ? ? ? ? ? ?
Venture Capital and Growth
Finance
? ? ? ? ? ?
Practical Course
Entrepreneurial Journey Part I & II ? ? ? ? ? ? ?
Consulting Project ? ? ? ? ? ? ?
Work Placement ? ? ? ? ? ? ?
Essay Course
Innovation, Entrepreneurship and
Management Report
? ? ?
International Study Tour ? ? ?
Professional Development
Careers Workshops ? ? ? ? ?
doc_901539770.pdf
During this detailed information regarding msc innovation, entrepreneurship and management programme.
PROGRAMME
HANDBOOK
MSc INNOVATION, ENTREPRENEURSHIP & MANAGEMENT 2014/15
MSc INNOVATION, ENTREPRENEURSHIP
AND MANAGEMENT PROGRAMME
Programme Handbook
2014/15
Contents
Welcome from Professor G. Anandalingam, Dean of
Imperial College Business School
3
Welcome from Kristien De Wolf
MSc Management Programme Director
5
Imperial College Business School Mission Statement 7
MSc Innovation, Entrepreneurship and Management
Programme
7
Programme Assessment 12
The Courses 17
Personal Skills Development Table 54
3
Welcome from Professor G. Anandalingam, Dean of Imperial College Business
School
I am delighted to welcome you to Imperial College Business School.
We receive a very large number of applicants for all of our
programmes, so you have won your place in competition with many
well qualified applicants. Congratulations and thank you for choosing
us.
You are embarking upon a rewarding, academically challenging and
transformative year. I encourage you to grasp every opportunity which
studying at Imperial College offers. You are now a member of a world
class university. We pride ourselves on the quality of our students, our
faculty – international experts in their fields – and our teaching.
Last year, over 75 nations were represented in our programmes and we expect a similar
number in the class of 2013-14. I hope that your experience will be enhanced by sharing the
inevitable wide range of perspectives offered by such great diversity.
This year, you will gain unique insights from world class faculty and industry experts with
direct experience of major corporates, consultancies, investment banks and city firms, fast
growing ventures, venture capital firms and the public sector. Together, we will be able to
bridge the divide between theory and practice, creating the platform from which you can
launch – and further develop – your career or your own company. I hope that your time here
will give you the knowledge and inspiration to build a successful future when you leave us.
We have an excellent careers service as well as abundant connections into the London
entrepreneurial ecosystem to support you in this transition.
Let me urge you to take advantage of all that the School offers whilst you are here. We have
an excellent Imperial Business Insights series, run with KPMG as its Principal Partner) and
each programme organises speakers. You will be hearing from senior individuals from global
companies, including guests from Rio Tinto and Citi. Also look forward for the
entrepreneurship and innovation activities organised by the Business School as well as the
College.
When you complete your programme, you will become a member of our growing alumni
network of over 10,000 individuals in more than 120 countries. I invite you to join this
community and look forward to its reputation increasing still further through your success.
You are most welcome. I look forward to meeting you and hope that you have a very special
year.
4
5
Welcome from Kristien De Wolf, Programme Director
Dear Student,
Welcome to the MSc Innovation Entrepreneurship and Management
(IEM) programme. The fact that you are here now means that you
must be a young, bright and talented individual standing at the
beginning of an exciting career and life. No doubt you have dreams, a
vision of who you want to become and where you want to stand five or
ten years from now. Perhaps you want to become an innovative agent
in an incumbent company and contribute to transforming its business
to be sustainable in the future. Perhaps your ambition is to start your
own paradigm breaking venture, or to join a promising entrepreneurial
team. Surely in one way or the other, you want to become a worthy
member of the international (business) community. It could be many other things. Whatever
it is, the coming year is an important opportunity to shape up for this mission and it is our aim
to support you, train you and help you develop your capabilities to achieve exactly that
dream.
We will do this by playing our roles as teachers and coaches and by opening up the
incredible resources in terms of knowledge and networks that the Business School and the
wider College possess. The School provides you with the newest learning technology,
innovative teaching techniques and a world-leading research environment, which extends
beyond the School into the wider campus and into our network of industrial contacts.
We will do this also by putting up challenges and hurdles, as it is through overcoming
difficulties and receiving feedback that the most powerful learning is achieved. During this
year you will work under pressure and from time to time, you will have to operate under high
uncertainty as well. You will work in teams, to learn about effective communication and to
experience what can happen if talent sticks together and the incredible value there is of the
diversity of backgrounds that permeates this programme and that will be reflected in the
student teams.
The programme itself evolves throughout the year in such a way that it will enable you to
perform at your best in the summer term culminations: the Entrepreneurial Journey and the
Consulting Project. This year you will also have the opportunity to undertake a Work
Placement in place of the Consulting Project, and to write a final report on an International
Study Tour.
The key to success in this programme is not talent. It is not intelligence and it is not even
creativity. All these things help, but the number one main factor is being conscious of what it
is you are doing this for and taking total responsibility. If you take your destiny in your own
hands and if you assume responsibility for the outcome you will realise, you will perform
better, use resources better, plan better, communicate better and co-operate better. And you
will have more fun along the way.
I also want you to realise that from now on, wherever you go and whatever you do, you will,
to some extent, have the responsibility of representing Imperial College Business School.
Finally and most of all I hope that you will enjoy and make the most of your MSc Innovation,
Entrepreneurship and Management Programme.
Kristien De Wolf
6
7
IMPERIAL COLLEGE BUSINESS SCHOOL MISSION STATEMENT
To be the Business School of choice for practising and aspiring leaders worldwide, sought
for our cutting-edge research, innovative thinking and excellent delivery.
MSC INNOVATION, ENTREPRENEURSHIP AND MANAGEMENT
PROGRAMME
AIMS
The aim of the Programme is to educate and train individuals for careers leading technology-based
organisations and new ventures, enhancing their strategic and operational management skills. More
specifically, on completion of the programme, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation and new
venture, the external context in which they operate, and how they are managed
? apply analytical techniques to decision making in building and supporting new businesses and
ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship informed
by leading-edge research and practice in the field;
? enhance lifelong learning skills and personal development, and be able to work with self-
direction
? develop skills to launch and support new business ventures and exploit opportunities arising
from new ideas to create new business models and capture economic value.
OBJECTIVES
Knowledge Objectives
Students will master the complexity of organisations and the key issues in contemporary
human resource management; how companies create, maintain, and reinforce
organisational purpose, direction and accomplishment; key concepts and evidence of
effective marketing so that businesses serve customers better; the consumption of new
products and services and adoption and diffusion processes; how to choose from a range of
possible alternatives, focusing on decision-making within a firm and its market environment;
the main economic models and their utilisation; financial analysis (both accounting and risk
assessment) suitable for those wishing to specialise in innovation and entrepreneurship; the
main issues in innovation strategy, an awareness of the key features of success, an
appreciation of the relevant skills needed to manage innovation at both strategic and
operational levels, and evidence of the success of different approaches; the forms of
intellectual property (IP) available to innovators and entrepreneurs, examining how to obtain
and enforce different forms of IP, such as trade secrets, patents and copyrights, in order to
capture the maximum value from IP, either now or in the future; how the success of some
businesses stem from application of new technologies, but others from new ways in which to
package and charge for services that existing technologies can deliver; changing skills,
technologies and methods of design and new product/service development, and how these
are opportunities to manage innovation in products, services and solutions; the venturing
process from idea to company creation and all the steps in the middle
Skill Objectives
Students will be able to give professional presentations; apply analytical techniques to the
decision making process in business, both systematically and creatively, and present
analysis in a clear and persuasive manner; produce creative and realistic solutions to
complex problems; use contemporary models and techniques to develop sustainable
strategies for organisations; manage change and innovation in the workplace; apply
knowledge and skills learnt on the programme to situations in the workplace; retrieve
information; launch, manage or invest in successful new ventures on a global level;
8
incorporate entrepreneurial thinking into the management of existing organisations; to
construct business models and explore new models; use processes of project selection,
assess and manage project teams, stage gate processes and evaluate projects; assess and
communicate the value of new ideas.
Students will be able to integrate, analyse and evaluate data and situations, using a wide
range of appropriate techniques, in order to transform such data and concepts into options
and solutions. Students will be able to use conceptual, analytical and quantitative skills for
responsible and successful decision-making and apply innovative thinking and ethical
leadership to problem solving.
Students will be able to communicate effectively in context through oral presentations,
computer processing, presentations and written reports; critically review evidence including
its reliability, validity and significance; use relevant information and communications
technology; manage resources and time effectively in order to achieve intended goals in a
responsible way; learn independently with open-mindedness and critical enquiry; learn
effectively for the purpose of continuing professional development; work effectively as a
team member; and clearly identify criteria for success and evaluate their own performance
against those criteria.
Skills Table for MSc Innovation, Entrepreneurship and Management
Category Description Example
Personal Development Personal effectiveness on an
operational level. This
includes the dynamics of
working individually or as a
member of a group
Working in teams or time
management
Communication Verbal, non verbal and written
skills
Preparing and delivering
presentations
Technical and Analytical Essential workplace tools and
techniques beyond curriculum
teaching
Data analysis using Excel
Ethical Key skills that make an
effective, responsible and
ethical manager
Learning how to adopt a
responsible attitude
towards business and
management
9
Professional
Skills Type
Core Courses
(1)
Practical
Courses
(2)
Essay
Courses
(3)
Career &
Professional
Development
Personal
Development
? Manage resources and time effectively in order to achieve intended goals
? Learn independently with open-mindedness and
critical enquiry
? Learn effectively for the purpose of continuing
personal development
? Reasoning and problem solving
? Learn how to
build
professional
networks
? Identify skills
and career
interests and
self evaluate
career potential
? Work effectively as a team
member
? Work
effectively on a
individual basis
Communication ? Research and construct written reports ? Develop
professional
and
interpersonal
skills
? Develop key
communication
skills for career
progression
? Develop
interview
techniques for
different
professional
environments
? Prepare and deliver professional
presentations
? Carry out,
interpret,
evaluate and
synthesise
existing
literature
related to a
managerial
theme
? Design and
create posters
? Create
YouTube
videos
? Pitch a
Business Plan
? Present a
business case
to a panel of
judges
Technical and
Analytical
? Use relevant
information
and
communicatio
ns technology
such as Excel
? Develop a
Business case
and plan
? Apply
management
skills to
situations in
the workplace
? Produce
creative and
realistic
solutions to
complex
problems
? Critically
review
evidence
including its
reliability,
validity and
significance
? Learn how to
write effective
CVs and
complete job
application
forms
Ethical ? Learn how to evaluate the business implications of
ethics in different scenarios
? Learn how to adopt a responsible attitude towards
business and management
? Learn how to
keep up-to-date
with CSR policy
in the business
sector
(1) “Core courses” include Accounting and Corporate Reporting Analysis, Business Economics, International Marketing,
Strategic Management, Organisational Behaviour and Human Resource Management, Project Management, Venture
Capital and Growth Finance, Innovation Management, Management of Design, and Business Models and Intellectual
Property
(2) “Practical courses” include the Entrepreneurial Journey Parts I and II, and the Consulting Project or Work Placement
(3) “Essay courses” refers to the Innovation, Entrepreneurship and Management Report or International Study Tour
10
LEARNING OUTCOMES
On completion of the programme, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation
and new venture, the external context in which they operate, and how they are
managed
? apply analytical techniques to decision making in building and supporting new
businesses and ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship
informed by leading-edge research and practice in the field
? enhance lifelong learning skills and personal development, and be able to work with
self-direction
? develop skills to launch and support new business ventures and exploit opportunities
arising from new ideas to create new business models and capture economic value
PROGRAMME STRUCTURE AND APPROACH
It has been acknowledged that students' learning achievements on the programme must be
applicable to their employability. Therefore, an integrated approach to employability runs
throughout the MSc Innovation, Entrepreneurship and Management programme. The
underlying idea is that each course contributes to different but complementary aspects in
preparing a wholly rounded employable graduate.
The above is achieved by giving the MSc Innovation, Entrepreneurship and Management
programme a spine which supports the Programme from beginning to end and culminates in
the Entrepreneurial Journey Part II and the Consulting Project or Work Placement. The
Programme’s main features are that:
? All taught and practised subjects are linked to the culminations of the Programme, which
makes your learning experience relevant to your career goals and integrated from the
beginning to the end of the Programme. With the intention of replicating entrepreneurial,
corporate and consulting experience, the culminations will provide a competitive
environment with realistic insights into the decision making processes of the business
world.
? The Programme is structured in such a way that you move from a more controlled
learning environment in the autumn and spring terms, to a more independent mode of
learning in the summer term. This is obtained by scheduling learning activities that require
more autonomous thinking and subjective application towards the summer term.
? Career and professional development skills represent a core course, which includes
plenty of opportunities for contact with the corporate environment.
? In the spring term you are given the opportunity to take specialist innovation and
entrepreneurship courses in Innovation Management, Entrepreneurial Journey Part I,
Management of Design, and Venture Capital and Growth Finance.
? During the summer term, the Entrepreneurial Journey Part II will require you to formulate
and present a business plan to academics and venture capitalists. The formulation and
presentation of your business plan will be assessed by business leaders, and you will be
expected to produce a high quality idea and business model that is achievable,
sustainable and well researched and developed.
? Over the summer, you will undertake the Consulting Project or Work Placement, which
will provide an opportunity for you to apply your learnt theoretical knowledge with practical
skills relevant to a real life business problem. You will be expected to manage your client,
solve a real world business problem, and deliver a value proposition to your client.
11
It is envisaged that the culminations will be an enjoyable experience, and that you will
complement your learning by: applying different subjects in an integrated way; thriving in
group work, applying knowledge to realistic situations, and evaluating the effects of your
decisions.
SUBJECTS
Autumn Term
Friday 5 September 2014 - Friday 19 December 2014
• Accounting and Corporate Reporting Analysis
• Business Economics
• Organisational Behaviour and Human Resource Management
• Project Management
• Strategic Management
Examinations for these courses take place at the end of the autumn term.
Spring Term
Monday 12 January 2015 - Friday 27 March 2015
• Entrepreneurial Journey Part I
• Entrepreneurial Journey Part II
• Innovation Management
• International Marketing
• Management of Design
• Venture Capital and Growth Finance
Examinations for these courses will take place at the end of the spring term.
Summer Term and Summer Period
Monday 27 April 2015 - Friday 4 September 2015
• Entrepreneurial Journey Part II (cont.)
• Business Models and Intellectual Property
• Consulting Project OR Work Placement
• Innovation, Entrepreneurship and Management Report OR International Study Tour
No courses taking place in the summer term or summer period will be assessed by exam.
Course outlines, detailed lecture notes and further information will be made available on the
Communication Hub. The Programme specifications can be found at:http://www3.imperial.ac.uk/business-school/programmes/proginfo
12
PROGRAMME ASSESSMENT
FORMAL EXAMINATIONS
Examinations for courses taken in the autumn term
? w/c Monday 15 December 2014
? Accounting and Corporate Reporting Analysis
? Business Economics Organisational Behaviour and Human Resource Management
? Project Management
? Strategic Management
Examinations for courses taken in the spring term
? w/c Monday 23 March 2015
? Entrepreneurial Journey Part I
? Innovation Management
? International Marketing
? Management of Design
? Venture Capital and Growth Finance
RULES AND DEGREE CLASSIFICATION
The programme is assessed through a mixture of coursework and examination. The
compulsory courses in the autumn and spring terms will be assessed by coursework and
written examination. Courses in the summer term (Business Models and IP, Entrepreneurial
Journey Part II, Consulting Project or Work Placement, and Innovation, Entrepreneurship
and Management Report or International study Tour) will be assessed by coursework only.
All Innovation, Entrepreneurship and Management Reports and International Study Tour
reports are to be submitted by 16:00 on the designated date.
THE SCHEME OF EXAMINATION
Assignments
As part of the requirements, all assignments may be inspected by the Board of Examiners.
We retain copies of work that you submit for this purpose but it is essential that you keep all
work that is returned to you until the MSc Innovation, Entrepreneurship and Management
has been completed, should another copy be required. All assignments will be submitted via
the Hub.
ASSIGNMENT SUBMISSION GUIDELINES
Please see the corresponding section in the student information area on the Hub.
THE EXAMINATION PROCESS
The following describes the process for examined courses.
The essentials of this process are laid down by the College and are requirements that apply
to all taught postgraduate programmes.
The Board of Examiners is made up of all members of the School's academic staff who
teach on the programme (called 'internal examiners') plus a number of external examiners
drawn from other universities. The external examiners are appointed for no more than four
consecutive years. They are, or have in the past been, drawn from LBS, Manchester,
Cranfield, Lancaster, City, Open University and LSE. Each external is allocated a number of
subjects in their area of expertise. The Board Chairman is the Programme Director.
13
This year, the external examiners for MSc Innovation, Entrepreneurship and Management
are as follows:
Dr Franz Huber Privatuniversität Schloss Seeburg
Professor Nalan Gupinar Warwick Business School
Dr Simcha Jong University College London
Professor Paolo Collini University of Trento
The details provided above are for information only. Please note that it is not appropriate for
students to contact the externals directly regarding their studies. Any issues that you have in
relation to your assessment should be raised internally with your Programme Team in the
first instance or with the College Registry if necessary.
All examination scripts will be marked in detail by the Module Leader with a second marker
undertaking sample check marking to ensure that the mark awarded by the Module Leader
is appropriate. A sample of scripts is then sent to an External Examiner from another
institution to ensure that the standard of marking at Imperial College Business School is
commensurate with elsewhere in the UK. External Examiners also approve draft
examination questions prior to the examination being set.
Past examination papers are provided to guide students on content only. The format is
subject to change and the Module Leader will provide full information during the module.
To ensure consistency from year-to-year, the Board normally applies the marking guidelines
quite rigidly. However, where a candidate has suffered from illness or other circumstances
that the Board believes will have had a significantly adverse effect on their performance, the
Board may allow the candidate to pass even though their marks would otherwise cause
him/her to fail. It is fair to add, however, that the Board has used its discretion in this way
only in cases of truly marginal failure.
If candidates have experienced serious illness or other major problems which they consider
to have affected their academic performance, they should provide the Programme Director
with details in writing along with relevant documentary evidence. This would normally be
before any examination that might be affected.
Candidates who are judged to have failed at this stage are allowed by College regulations
ONE further entry to the examinations. Students who need to re-sit will be given the option to
either re-sit in the September re-sit period, or during the next academic session. Students
with more than one re-sit exam will need to choose whether to re-sit exams either in
September or in the next academic year. At the discretion of the Programme Director,
students are allowed to split resit exams between the September re-sit period and the next
academic year. Students will still only have one re-sit opportunity per examination.
A candidate may be required to re-sit for the following reasons:
? where failure arises from an examination mark below 40% and the candidate passes on
all other criteria. In this instance re-entry is required only in the paper in which less than
40% is achieved. To pass, the candidate must achieve a mark of at least 40% on re-
entry.
? where failure is a result of achieving less than 50% in the average of all the examination
and coursework marks. In this instance a candidate must re-sit any examination in
which they achieved less than 40%, and is given the opportunity to re-sit any
examination in which they have achieved less than 50% in order to increase their overall
average above 50%.
14
Students wishing to make an application for special examination arrangements should
contact the Business School’s Examinations Manager, Anique Varleigh.
Important Information about Re-sitting and Resubmitting
If it is agreed at the External Examiners’ meeting at the end of the year that a student has to
re-sit an exam (or exams) or resubmit a piece of work, the mark the student will receive once
they have re-sat/resubmitted will be capped at the bare pass mark (i.e. 50%). For example:
? A student receives 25% in their first attempt at an exam. As this is below the pass mark
they must re-sit the exam.
? When the student re-sits the exam, the raw mark they receive is 62%.
? This is then capped and recorded as 50% by the Exams Office.
This also applies to resubmissions (for example, if a student has to resubmit their final
project).
If the relevant examination board accepts a student’s mitigating circumstances and
agrees they may sit the exam or resubmit a final project as a first attempt this result will
not be capped at 50%.
If a student receives a lower mark than 50%, the lower mark will stand - it will not be
increased to 50%.
Please note that in circumstances where a student receives a lower mark for their second
attempt than they did for their first attempt, the second lower mark will be the final mark for
that piece of work or exam.
Students who fail a first attempt and re-sit or resubmit a piece of work are not eligible for
the award of a Merit or Distinction.
Whilst the College has a policy which allows some postgraduate students (e.g. those
domiciled outside Europe and countries bordering the Mediterranean) to apply to re-sit
examinations overseas rather than having to return to the UK, the School will only approve
such requests in exceptional circumstances where there are significant mitigating
circumstances that prevent a person travelling.
15
MARKING SCHEMES IN IMPERIAL COLLEGE BUSINESS SCHOOL 2014/15
All courses are equally weighted, with the exception of the Entrepreneurial Journey Part II,
which is doubly weighted.
There are three elements:
? Autumn Term Courses
? Spring Term Courses
? Summer Term and Summer Period Courses
Pass
? An aggregate mark of 50% or greater across the programme as a whole
? An average of 50% or above in each element
? At least 40% in each examination
? At least 50% in all courses assessed by coursework only*
? A pass mark for the Career and Professional Development course
Merit
? An aggregate mark of 60% or greater across the programme as a whole
? An average of 60% or above in each element
? At least 40% in each examination
? At least 50% in all courses assessed by coursework only*
? A pass mark for the Career and Professional Development course
Distinction
? An aggregate mark of 70% or greater across the programme as a whole
? An average of 70% or above in each element
? At least 40% in each examination
? At least 50% in all courses assessed by coursework only*
? A pass mark for the Career and Professional Development course
* includes Business Models and IP, Entrepreneurial Journey Part II, Consulting Project,
Work Placement, Innovation, Entrepreneurship and Management Report and International
Study Tour
16
MASTER’S LEVEL MARKING CRITERIA FOR EXAMS AND ESSAYS IN IMPERIAL
COLLEGE BUSINESS SCHOOL
All postgraduate work is marked to the following scheme:
Grade Marks Interpretation
A+ 85+ Marks represent an exceptional distinction performance
A 70 – 84% Marks represent a distinction performance
B 60 – 69% Marks represent a pass performance demonstrating a
clear grasp of the relevant concepts and facts
C 50 – 59% Marks represent a pass performance demonstrating an
adequate grasp of most of the relevant concepts and
facts
D 40 – 49% Marks represent a fail performance
E 30 – 39% Marks represent a fail performance (with significant
shortcomings)
F 0 – 29% Marks represent a fail performance (with major
shortcomings)
PRIZES
A number of prizes are awarded each year to reward excellent performance.
MSc Innovation,
Entrepreneurship
& Management
Overall
Performance
Prize
Awarded annually to an MSc Innovation, Entrepreneurship & Management
student for the best overall performance
MSc Innovation,
Entrepreneurship
& Management
Core Course
Prize
Awarded annually to an MSc Innovation, Entrepreneurship & Management
student for the best performance in the Innovation and Entrepreneurship core
courses
17
THE MODULES
18
BS1411 ACCOUNTING AND CORPORATE REPORTING ANALYSIS
Module Outline
MODULE LEADER
Name: Dr Marco Mongiello
Room: 176
E-mail: [email protected]
AIMS
The module aims to contribute to the development of the students’ managerial and
entrepreneurial potential by equipping them with the techniques of financial and
management accounting needed to support management evaluation and decision-making in
for-profit and not-for-profit organisations.
To this end the module is:
? relevant to the students’ career goals
? instrumental to the applied modules in the summer term
MODULE OBJECTIVES
Knowledge Objectives
During the module, students will develop the ability to:
? explain the aims and scope of corporate annual reports
? explain the different uses of financial and management accounting information for a
wide range of decisions relating to financial performance, Corporate Social
Responsibility and Governance, and business sustainability
? evaluate the uses and shortcomings of published financial accounts having a
command of the basic accounting concepts and principles underlying accounting
information systems
? explain the contribution of different forms of cost analysis to the analysis of short-run
and long-run management decisions
? evaluate the strengths and weaknesses of management accounting information and
systems in supporting management control of organisational effectiveness,
responsibility and sustainability
Skill Objectives
Students will develop the ability to:
? select and analyse relevant information from corporate annual reports
? evaluate the financial position, performance and potential of an organisation in its
environment using ratio and strategic analyses
? evaluate the impact of using different accounting policies and practices upon
performance evaluation
? identify and apply relevant management accounting techniques in addressing both
short- and long-run analyses of management decisions
? interpret accounting information to support management control in organisations
LEARNING OUTCOMES
Upon completion of the module, students will have developed:
? critical skills in relation to the use of information for the purpose of organisational
performance evaluation
19
? the ability to participate in managerial decision making processes where accounting
based information may be an important input
? the ability to use accounting tools useful for:
o taking part in business decisions
o developing a business plan (such as in the Entrepreneurial Journey)
o finding the solution to a consulting problem (such as in the Consulting Project
Module)
o providing a foundation for the Venture Capital and Growth Finance module
STRUCTURE
The module consists of four blocks of lectures with additional support classes:
1. Financial Accounting: Reading Corporate Annual Reports
2. Interpretation of the Accounts: Analysing Corporate Annual Reports
3. Management Accounting: Models and Techniques
4. Budgeting and Control: Models and Techniques
TEACHING METHODS
All students must have completed the Accounting Primer module before starting. Thereafter,
the module is based upon pre-lecture study, lectures, support classes, module notes, team
studying and further reading. Extensive use of real corporate annual reports will be
encouraged.
READING
Jones, M., 2013, Accounting, Wiley, third edition*
ASSESSMENT
Coursework: Team Report (30%)
Examination: Two-hour examination (70%). The questions will test both computational and
analytical understanding of the module material.
* Please, note that the third edition is substantially different than the previous editions, in particular
because it includes international accounting standards, which are relevant to this module.
20
BS1412 BUSINESS ECONOMICS
Module Outline
MODULE LEADER
Name: Dr Konstantinos Theodoridis
E-mail: [email protected]
AIMS
The performance of any business is heavily influenced by the market environment in which it
operates. A proper understanding of business behaviour requires an appreciation of the
forces that shape this environment, including both domestic and international factors and
government policy initiatives. This module develops the framework and tools of analysis
needed to explain how market conditions are determined, how they change over time and
how they are influenced by public policies.
MODULE OBJECTIVES
The module examines the economic forces that determine the operating environment of
business organisations. The microeconomic components of the module focus on the analysis
of consumer and firm behaviour, demand and supply interactions in individual markets, and
determination of prices in different markets. The module also covers oligopolistic and
monopolistic competition. The macroeconomic components examine the nature of aggregate
demand and supply forces and the factors that determine long run and short run changes in
economic activity, interest rates and prices. Wherever possible, the module highlights how
public policies (taxes, subsidies, monetary) impact the incentives to innovate.
LEARNING OUTCOMES
By the end of the module, students should be able to:
• Explain the economic modelling of decision-making by consumers and firms
• Analyse the nature of markets and demand and supply interactions
• Analyse the nature of competition and strategic pricing decisions
• Analyse the nature of macroeconomic forces and how they determine the short term
and long term levels of macroeconomic activity and growth
• Critically evaluate the links between public policies and innovation
• Apply economic reasoning to understand contemporary economic issues
STRUCTURE
This module consists of 14 two-hour lectures with support classes. The support classes
provide an opportunity to discuss the material covered in the lectures and to work through
some exercises. The first part of the module is dedicated to basic tools and concepts in
microeconomic analysis including demand and supply analysis, and consumer and producer
theory. The second part of the module discusses the relevance of market structures
(competition, oligopoly, monopoly). The final part covers the key aspects of macroeconomic
policy driving the assessments of creditworthiness conducted by rating agencies.
During the lectures the following topics will be covered:
1. Introduction to thinking like an economist
What is economics? This lecture will look at how economists approach the task of
thinking about the world. It introduces the key concepts of incentives, equilibrium
and opportunity cost, and the different kinds of economic data. We also discuss the
demand for goods and services – what determines the amount of a product that
consumers would like to buy?
21
2. Firms and their costs
This lecture discusses companies and their costs of doing business. We introduce
the concepts of marginal cost and of the supply curve – the amount that firms would
like to be able to sell.
We develop the tool of supply and demand analysis further, introducing the concepts
of elasticity – how responsive one variable is to a change in another – and of
economic welfare.
3. Markets in action: supply and demand
This lecture brings together the demand curve and the supply curve to show how
markets determine prices. We introduce the concept of economic welfare, and show
how taxes affect decisions.
4. Perfect Competition and Pure Monopoly
This lecture covers two polar cases. In perfect competition, there are many firms in
an industry, each of which tries to maximise its profits while taking the market price
as given. In the opposite case of monopoly, there is just one firm, and it is able to
choose its price. We will discuss the costs – and occasional advantages – of having
a monopoly.
5. Oligopoly and Game Theory
This lecture shows how we can analyse firms’ decisions when there are just a few
firms in an industry. Because each firm’s actions will affect its competitors, it has to
anticipate their reactions when deciding on its strategy. Game theory is the set of
tools that economists (and others) have developed to aid decision-making in this
context.
6. Governing Business
Governments intervene in the economy in many ways. This lecture will look at a few
of the main areas of microeconomic intervention. Externalities exist when an agent
does not bear the full consequences of their actions, such as pollution, but policies
such as environmental taxes or tradable emissions permits can correct for them.
Competition policy is used to ensure that firms are able to (and do) compete fairly
against each other.
7. Macroeconomics
This lecture discusses the economy as a whole. How do we measure the level of
economic activity, and what determines it? How are inflation and unemployment
related to each other?
8. Money, the Financial System and Aggregate Demand
What is the role of banks in the economy? What determines the overall amount that
people want to spend?
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9. Macroeconomic Policy
How do governments try to affect the levels of output and of inflation? How can they
raise the rate of economic growth in the longer run?
10. The Global Economy
This lecture covers the interaction between an economy and the rest of the world –
how international trade tends to follow the principle of comparative advantage, what
the balance of payments is, and how exchange rates are determined.
TEACHING METHODS
The sessions are organised in the traditional lecture style, but student interaction is
encouraged. The support classes will allow students to discuss and expand on issues raised
in the lectures.
ASSESSMENT
The module will be assessed by a two-hour examination (70% of the final mark) and a
coursework component (30% of the final mark). The exam will test your knowledge of
concepts as well as your ability to use them to assess policy issues.
READING LIST
The required core textbook for this module is:
? Begg, D. and D. Ward Economics for Business, 4
th
edition
For each lecture, at least 1 chapter of the core textbook will be a required reading. For many
of the classes, additional readings will be required. The main advantage of the book is that it
ensures that you understand all the key concepts if you have never taken economics before
and this may help understand some of the more demanding concepts taught in class.
Additional suggested (not required!) readings.
? Gillespie, A. (2013), Business Economics, Oxford University Press, 2nd Edition
If you want to have a better sense of how new insights from economists learning from
psychologist influence microeconomic policy and do not mind a bit too many anecdotes to
develop your instinct, consider using
? Frank, R.H. (2009), Microeconomics and Behaviour,
If you want a more analytical presentation at a reasonable level, consider using
? Perloff, J.M. (2013), Microeconomics: Theory and Applications with Calculus,
Pearson Series in Economics, 3
rd
Edition.
If you want an easy to read and learn complement for the macroeconomics part of the
module, consider
? Gartner, M. (2013), Macroeconomics, Pearson Series in Economics, 4th Edition
23
BS1408 PROJECT MANAGEMENT
Module Outline
MODULE LEADER
Name: Dr Ilze Kivleniece
Room: 377
E-mail: [email protected]
MODULE AIMS
The module provides students with an understanding of project management and its role as
one of the principal managerial tools and approaches in achieving a sustainable competitive
advantage for a modern business organisation. It aims to demonstrate how project
management can be used to:
? delineate, design and execute projects to achieve successful project outcomes
? adapt the management approach to project characteristics and features of external
environment
? achieve strategic business objectives
? drive and deliver innovation in products, services, processes and business models
? promote organisational learning and firm-level capability development.
Case studies of major projects and leading international firms are used to examine the real-
world challenges facing project-based organisations in different industries and sectors. The
module challenges some of the underlying assumptions of traditional project management,
such as the focus on time, cost and quality (the ‘triple constraints’) and the ‘one-size-fits-all’
approach. While traditional project management tools and techniques are essential, students
will be introduced to new concepts, frameworks and models which show how an adaptive
approach to project management and strategic focus on organisational capabilities and
learning are increasingly important in achieving the growth and innovation objectives for a
modern organisation.
MODULE OBJECTIVES
Knowledge Objectives
Students will acquire knowledge on the core concepts, frameworks and models in project
management from both operational as well as strategic project management perspectives.
On the basis of real-life cases and examples, the module will demonstrate how this
integrative approach to project management can be applied to conceive, manage and
assess projects, project-based ventures and project-driven organisations.
Skill Objectives
Students should develop an appreciation of a range of managerial and personal skills
including:
? core operational skills in project design, execution and evaluation
? project resource management and project leadership skills
? integrative skills to assess and analyse projects not only from operational but also
innovation and entrepreneurial perspectives
? strategic project-as-business management skills
? presentation, communication and team-management skills.
LEARNING OUTCOMES
Upon completion of this module, students will be able to:
?
apply basic tools of project management to projects likely to be encountered in
practice
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? plan, design and manage projects beyond the triple constraints of time, cost and
quality
? select a project management approach fit to the specifics of a given project
? assess and provide solutions to both operational and strategic challenges arising in
the management of projects, project-based businesses and organisations
? apply project management approaches and tools to foster innovation in both products
(and services) and business models,
? develop project-as-business perspective, stimulating organisational learning and
capability development in an ethical and sustainable manner.
The module will also provide students with skills that can be used in some of the applied
Spring and Summer term modules, in particular Consulting Projects and Work Placements.
STRUCTURE
The module consists of five weeks (ten sessions) including:
? interactive classroom sessions including lectures, in-class discussions and seminar-
type case analyses on topics in project management, and
? a team-based poster presentation session.
TEACHING METHODS
The module is interactive and relies on self-study, lectures, module notes, team work and in-
class discussions and case analyses. The topics covered during the module are illustrated
with examples of prominent projects carried out in both private and public sectors, with a
particular emphasis on project management in entrepreneurial and innovation-driven
settings. The use of cases and practical examples is aimed at highlighting some of the
principal practices and strategic challenges of managing projects, creating project-based
businesses and leading project-based organisations in a real-world context.
Students will be provided with module notes covering the reading material listed below.
Students are expected to actively engage in class discussions and contribute to the learning
process through questions and analysis of project cases that illustrate the topic of each
session.
ASSESSMENT
Team-based coursework assignments (30%) comprising two case-based written
assignments (5% each) and a project analysis with a poster presentation (20%).
Individual closed book final examination (70%) comprising multiple-choice questions and
essay-type questions (50:50).
Team-based project analysis
The task for a team-based work assignment is to examine the management of a prominent
real-life project. The exercise is designed to uncover both the operational and strategic
challenges involved in managing a project and its risks and opportunities. It should
specifically assess the strategic importance and implications of the project to the firm or
group of firms involved, as well as to a broader set of stakeholders (if relevant). On the basis
of the project and company information from personal experience and/or secondary sources,
the poster presentation should reveal interesting project events, leadership and
organisational challenges. The assessment of this exercise is based on the production of a
poster and presentation to the module convenors (with accompanying notes).
READING LIST
The module is based on the following readings (selected chapters from):
? Jeffrey K. Pinto. Project Management: Achieving Competitive Advantage. ISBN:
9780132664158, Prentice Hall (2013).
25
? Aaron J. Shenkar & Dov Dvir. Reinventing Project Management: The Diamond
Approach to Successful Growth and Innovation. ISBN: 9781591398004, Harvard
Business School Press (2007).
? Andrew Davies & Michael Hobday. The Business of Projects: Managing Innovation in
Complex Products and Systems. ISBN-13: 9780521189866, Cambridge University
Press (2011).
These readings will be supplemented with selected case material from academic and
business press.
26
BS1414 ORGANISATIONAL BEHAVIOUR AND HUMAN RESOURCE
MANAGEMENT
Module Outline
MODULE LEADER
Name Dr Sankalp Chaturvedi
Room: 275, Annexe
E-mail: [email protected]
MODULE AIMS
The focus of this module is on developing your understanding of modern organisations and
the tools you will need to contribute effectively in them. Much of your success as leaders,
managers, and professionals will depend on how well you work with and get things done
through others. The organisations best prepared to succeed in the competitive global
marketplace are those that engender full participation and promote teamwork through
enabling leadership.
The study of organisational behaviour involves examining processes at the individual, group
and organisational levels. The module design reflects these three levels of inquiry. Both
theoretical and applied approaches will be developed. Theory development will be based on
class lectures, discussion, class activities and assigned readings. While I will take a large
share of the responsibility for theory development, I expect extensive class participation for
the applications part. Hence, the module will feature a substantial amount of class
discussion and experiential exercises.
MODULE OBJECTIVES
Knowledge Objectives
Students will be able to draw on concepts and themes from the diverse disciplines that
contribute to our understanding of human behaviour in organisational settings. We will
explore key issues, frameworks for analysis and strategies for action.
Skill Objectives
The module will give the students the opportunity to:
? develop analytical skills that will be used in identifying, diagnosing and evaluating key
organisational issues
? apply theoretical concepts to real life organisational scenarios through the use of
case studies in class
? work productively in a team situation to produce a team assignment
LEARNING OUTCOMES
On completion of this module, students will have developed an understanding of key aspects
of organisational behaviour and human resource management and their relation to
organisational functioning and performance.
TEACHING METHODS
As the study of groups and group processes is critical to understanding behaviour in
organisations, some assignments will be completed in small teams of students. You should
be prepared to work in teams in this class, to participate in small team discussions, and to
share findings of group discussions with the class as a whole. The module will not tell you
what to do as a manager; rather, it is designed to exercise, challenge, and enrich your
‘managerial mind’, that is the frameworks with which you think about organisational
processes and the work of managing. The module will also encourage you to reflect on
yourself as a “person”. Being a good manager starts with a good understanding of one’s own
27
preferences, values and strengths. There will be exercises, which will encourage self-
reflection. I will try to play the role of the facilitator in the process. Each student is expected
to finish the research article selected for the particular topic before coming to the class.
MODULE OUTLINE
Session 1 Introduction to OB
? Fulmer (2003) “Are the 100 Best Better”
Session 2 Personality and Individual Differences
? Goleman (1998) “What makes a leader”
Session 3 Motivation
? Herzberg, F. (2003) “One more time: How do you motivate employees?” Harvard Business
Review, 81(1): 87-96.
Session 4 Working Together: Team Processes and Creativity
? Katzenbach & Smith: “The discipline of teams”
Session 5 Leadership
? Edmondson, Bohmer, and Pisano (2001). Speeding Up Team Learning. Harvard Business
Review.
Session 6 Power and Influence
? Cialdini, R., (2001) “Harnessing the science of persuasion”, Harvard Business Review, 79(9):
72-79.
Session 7 Organizational Culture
? Chatman, J. & Cha, S. (2003) “Leading by leveraging culture”, California Management
Review, 45(4): 20-34.
Session 8 Organizational Change
? Garvin, D.A. & Roberto, M.A. “Change Through Persuasion”. Harvard Business Review,
2005.
Session 9 Selected themes in Human Resource Management
Session 10 Syndicate Team presentations
READING
Suggested Textbooks:
? McShane, Steven and Von Glinow, Mary Ann. Organizational Behaviour, McGraw
Hill
? Huczynski, Andrzej A. and Buchanan, David A. Organizational Behaviour, Prentice
Hall
? Pearce, Jone L. Real Research for Real Managers, Melvin and Leigh.
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ASSESSMENT
Team Project 25%
Individual Participation (Communication Hub) 5%
Final Exam 70%
EVALUATING WRITTEN AND PRESENTED WORK
Managers and professionals have to communicate in a way that is clear, precise, and
informative. They have to be convincing, organising their thoughts clearly and making their
points with logic and supporting rationale. I look for similar elements when evaluating the
written work you submit:
? Discipline: Make sure written work is organised and readable. Convey main points
clearly to readers and in a logical manner.
? Justified Arguments: Support your assertions with evidence from relevant sources
(e.g., text, reading, interviews). Be sure to acknowledge sources.
? Specificity and Accuracy: Make specific rather than vague assertions. You will
have greater difficulty in justifying general observations/statements. Also, note that
accuracy in the use of technical terminology is critical. It is better to use an everyday
word you do understand than to use a nice-sounding technical term inappropriately.
? Wisdom: Think through the implications of your recommendations (well beyond the
obvious). Recognise potential unintended consequences and inherent trade-offs that
must be considered.
? Originality: The quality of your ideas is important. Show creative, independent
thinking as much as possible. Other things being equal, I reward attempts at
creativity and thinking “outside-the-box”.
? Academic Integrity: Signing your name to an exam or quiz signifies that the work is
your own. In written reports, give credit where credit is due, acknowledging sources
for both ideas and direct quotations. Follow accepted standards for citing and
referencing sources.
? Active Involvement: Participation in the Class and on the Communication Hub is
appreciated and encouraged. Individual participation marks (5%) are based on an
individual’s participation on the Discussion Board of the Communication Hub, which
is monitored based on the “quality” and “quantity”.
29
BS1415 STRATEGIC MANAGEMENT
Module Outline
MODULE LEADER
Name: Yuri Mishina
E-mail: [email protected]
MODULE AIMS
The central question of strategic management is how to enhance the performance of the
firm. We will explore this question by examining the variety of issues that confront managers
as they strive to enhance the performance of their firms. Some issues include: defining what
the firm “does,” whom the relevant competitors are, how the firm can try to gain an “edge”
over its competitors, and whether and how the firm can try to retain that “edge” over time.
The goal of this module is to provide you with the tools and concepts necessary to analyse
and understand how to formulate and implement the appropriate policies and strategies for a
firm. In order to do so, you will be taking a general management, as opposed to a functional
(e.g., accounting, finance, marketing), perspective in this module and thus will need to think
of how each action, decision or event will affect the firm as a whole. By the end of this
module, you should be able to actively and critically use module concepts to diagnose,
manage, design, change and generally make sense of the various firms in which you will
participate through the module of your lives.
A different area of strategic management will be explored during each class, and we will
examine how it can be used to anticipate, understand and resolve different problems that
arise for managers. Class discussions, exercises and readings from the textbook and
business press will be used to link strategic management concepts with real world issues
and problems. Because actively applying these concepts is such a central part of the
module, the conceptual topics covered may also be applied to cases that are assigned
subsequently. Case analysis and discussion are integral parts of the module. The cases are
designed to test and sharpen the ability of students’ to identify module concepts in actual
business settings and apply these concepts in decision-making.
MODULE OBJECTIVES
Knowledge Objectives
? Understand the central concepts in strategic management
? Understand which frameworks and tools to utilise for internal and external analyses
? Understand the relationship between the different strategic management concepts
Skill Objectives
? Ability to apply concepts and frameworks to business cases and real-life firms
? Ability to conduct an industry analysis
? Ability to analyse a firm’s resources and capabilities
? Ability to determine what business strategy might be appropriate for the firm, given its
internal and external context
? Enhanced skills in written and verbal communication, teamwork, analytical thinking,
decision-making, project planning and general management
LEARNING OUTCOMES
By the end of this module, you should be able to:
? actively and critically use module concepts to diagnose various firm situations
? actively and critically use module concepts to manage firms
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? actively and critically use module concepts to design firm systems
? actively and critically use module concepts to change various firm situations
? actively and critically use module concepts to evaluate various firm situations
TEACHING METHODS AND STRUCTURE
This is not a traditional lecture-based module. Although I will frequently have short lectures
to clarify and extend ideas from the readings, the majority of class time will generally be
spent discussing both the readings and the cases. I expect that you will have read the
assigned module material, analysed the assigned case, and be thoroughly prepared to
discuss both for each class period. In essence, the readings provide the basic ideas, and we
will use the class period to clarify and extend the ideas, as well as apply them in discussing
the case. Consequently, it will be difficult for you to follow along with the material or
participate in any meaningful way if you have not done the reading assignments beforehand.
You are expected to be an active participant in the class discussions. Participation in class
discussion is not only an opportunity for you to apply module concepts to demonstrate your
knowledge and analytical skills, but also gives me a chance to assess how well you and your
classmates understand a particular concept and whether or not I need to cover it in more
detail. If all class members are well-prepared for and actively participate in each class
discussion, we will all learn more from each other and the module will be more enjoyable as
well. In addition to class discussions, you will be expected to participate in any in-class
exercises that we have during the module.
ASSESSMENT (subject to change)
The module evaluation is as follows:
Final exam 60%
Group project 40%
READING LIST
You are required to prepare the following readings:
? Textbook (selected chapters): “Contemporary Strategy Analysis” (7
th
edition,
Blackwell Publishing) by Robert Grant. Please, see the “Module Schedule” section for
the indication of what chapters are required.
? Additional articles and readings
? Cases
? Lecture slides
31
BS1403 ENTREPRENEURIAL JOURNEY PART I
Module Outline
MODULE LEADER
Name: Dr Llewellyn Thomas
Email: [email protected]
INTRODUCTION
Entrepreneurship is a pattern of behaviour that enables us to recognise, evaluate and exploit
opportunities starting from the resources we currently control (at least our own knowledge or
network) and quickly building more value from that and beyond that. The mission the
entrepreneur embarks on is both complex and challenging as he/she constantly has to make
decisions under high uncertainty. Opportunities are fleeting and often difficult to evaluate,
customers are fickle or unaware, resources are scarce and there exists the ever present
threat of competition. In this harsh commercial environment the entrepreneur needs to be
flexible, but proceed with caution. He/she needs intuition and self-confidence, but it is
equally important to recognise that no-one can achieve great things alone and that reality
can rarely be captured accurately on a first impression.
The objective of this module is to guide students through the exciting challenge of
successfully taking an idea or a technology to market. The concepts, skills, tools and
behaviours taught on this module apply equally to the for-profit, public and not-for-profit
sectors of the global economy, for as far as growth is intended.
MODULE AIMS
The module provides students with a stimulating and integrated view on the practice of
entrepreneurship and new venture creation. The central aim of the module is to de-mystify
entrepreneurship and to demonstrate that many of the skills and competencies required to
launch and grow a successful business can be learned and practiced. Some of these
attributes students will already have acquired in other modules, others will be taught and
practiced during this module. This module will bring all these elements together and make
them applicable and accessible for venturing under uncertainty.
Our starting point is that the majority of entrepreneurs are made, not born, and that most
people have a choice about the behaviour they display. It assumes no prior knowledge of the
specific subject area and only basic generic prior knowledge. The module will equip students
with much of the knowledge, skills, confidence and inspiration required to launch and
manage a high potential new venture.
The module establishes the foundations of the Entrepreneurial Journey Part II.
LEARNING OUTCOMES
On completion of the module, the student will understand how to:
? explain the steps in the entrepreneurial journey, both for technology push and demand
pull ideas
? scout and ideate venture ideas
? consider the viability of a new business idea, from a combined ethical, social and
business point of view
? produce an opportunity assessment for a new venture.
? perform entrepreneurial market research, industry analysis and build a business model
? make a sale and communicate well with partners and customers
? make use of the different forms of prototyping
32
? develop an initial financial plan and a operational roadmaps
? structure a business plan
? pitch an idea and convince stakeholders
STRUCTURE
The theory module comprises 10 two-hour sessions:
? Introduction – about entrepreneurship
? Finding and evaluating entrepreneurial opportunities
? Creative problem solving and ideation
? Market research and segmentation
? Environment assessment and business model
? Prototyping and in-market testing
? Selling and communication with partners and first customers
? Entrepreneurial finance, financial planning and roadmaps
? Business plan
? Pitching
TEACHING METHODS
EJ I involves the theoretical component of the entrepreneurship teaching, giving a general
introduction to tools and frameworks which are useful in the process of creating an
entrepreneurial venture. These classes will be highly interactive, with a large part of class
time devoted to discussion of cases. It is expected that all students prepare for class by
reading the key readings and cases in advance in order to make the quality of the discussion
as high as possible.
A Mock Exam session will be organised.
READING AND LEARNING MATERIALS
The key reading for this module is The Smart Entrepreneur by Bart Clarysse and Sabrina
Kiefer. Each part of the module is loosely based around one or more chapters from the book.
Additional readings for each session will give students a more in-depth understanding of the
relevant concepts and theories. Cases and additional reading material will be published on
the HUB at the start end of the Autumn term.
Key reading:
Clarysse, B., and Kiefer, S. 2011. The Smart Entrepreneur.
ASSESSMENT (to be confirmed)
The module evaluation is as follows:
Final exam: 100%
33
BS1402 MANAGEMENT OF DESIGN
Module Outline
MODULE LEADER
Name: Dr Ileana Stigliani
E-mail: [email protected]
MODULE AIMS
In this module we explore new and advanced approaches to understanding design,
creativity, design-driven innovation, and consumers’ behaviour.
The module aims to equip students with an understanding of the contemporary challenges in
the management of design and design-driven innovation. Moreover, it is concerned with
understanding how firms develop, acquire and exploit design and innovation, and how
innovations are adopted and consumed by users. The module provides evidence of different
approaches based on real-world examples and experiences of leading international
organisations from around the world.
The management of design and design-driven innovation is one of the most important and
challenging aspects of modern organisation. Innovation is the fundamental driver of
competitiveness and it plays a significant role in improving the quality of life. Design is a
critical aspect in the success or failure of new products and services, while "design thinking"
is now being applied to the structure of organisations and their inter-relationships with
others. Therefore, understanding design can not only help firms make better and more user-
friendly products and services, but also better business decisions.
Design and innovation are inherently difficult, uncertain and risky, and most new
technologies fail to be translated into useable and popular products and services. Given this
fact, it is essential that students understand the strategies, tools and techniques for
managing innovation and design, particularly as the management of these often requires a
different set of management skills from those employed in everyday business administration.
The module draws upon the recent research of the Innovation and Entrepreneurship Group
at Imperial College Business School, as well as our collaborations, especially that with the
Royal College of Art through Design London.
MODULE OBJECTIVES
Knowledge Objectives
During this module students will learn concepts, experiences, and tools aimed at increasing
their understanding of how business firms can take advantage of design and designers’ work
to stimulate product and service innovation, and to build and sustain competitive advantage.
Furthermore, students will understand and appreciate the important role of consumers in
design and innovation.
Skill Objectives
? Diagnostic and analytical skills
? Enhance verbal skills via class and syndicate discussions
? Develop presentation skills via film and group work
? Build up judgement and interpretation skills
? Learn how to evaluate different options
? Formulate and develop strategy
? Assess and resolve managerial challenges
34
LEARNING OUTCOMES
At the end of this module students should be able to demonstrate knowledge, critical
assessment and application of the following:
? The concepts of design, design-driven innovation, creativity, and user-behaviours
? The “design industry”, its main actors, and how different types of design consultancies
are structured and operate
? The perspective of designers and the logic of “design thinking”
? The potential contribution of design and designers to competitive advantage, value
creation and strategic renewal
? The design processes, its methods and techniques
? Contemporary approaches to managing design
? The process of consumer implementation and use of innovations
TEACHING METHODS
The module is based on 10 interactive two-hour lecture sessions, devoted to particular topics
related to design and innovation management. Lectures will include presentations, case-
studies and videos. The module notes will be distributed to students prior to the beginning of
the module. Many, if not most classes will include in-class case-based exercises. It is
expected that there will be guest lecturers from the Innovation and Entrepreneurship Group
of the Business School. Students are required to read the readings and cases in advance,
and come to class prepared to discuss and interact.
READINGS
? J. Heskett, 2005. Design. A Very Short Introduction, Oxford University Press
? Course pack (Management of Design: Cases and readings).
ASSESSMENT
The assessment of the module involves a written exam, a group project, an in-class group
exercise and MCQs on the case studies:
1. Exam 60%
2. Group project 25%
3. On-line quizzes and in-class group exercise 15%.
35
BS1404 INNOVATION MANAGEMENT
Module Outline
MODULE LEADER
Name: Dr Paola Criscuolo
Email: [email protected]
MODULE AIMS
Innovation management is one of the most challenging and exciting areas of managerial
practice. In many industries, the ability to innovate is critical to building and sustaining
competitive advantage. It provides the means to allow organisations to grow and prosper.
Innovation is about more than generating ideas; it is also about implementing these ideas
and capturing value from them. Although innovation is inherently complex and uncertain,
there are a range of tools and practices that can help organisations be more successful at
the developing of new products, processes and services.
Drawing on the experiences of leading innovators, this module aims to equip students with
the skills to organise and shape the innovation process within modern organisations. The
module draws on insights from the Business School’s vast research programme, as well as
our experiences working with leading innovators, such as IBM, Arup, Nokia, P&G, HP, and
others. By the end of the module, students should be able to understand and interpret
managerial strategies associated with different types of innovation. They should know the
different ways organisations seek to profit from their innovations and how best to organise
the innovation process within the firm.
MODULE OBJECTIVES
Knowledge Objectives
? understand the definitions and concepts of invention, research, technological
development and innovation
? explore the main models of innovation
? use and apply tools of innovation management
? appreciate the main mechanisms to capture value from innovations
Skill Objectives
? diagnostic and analytical skills
? to think creatively about how best to manage complex and uncertain efforts
? enhance verbal skills via class and group discussions
? build up judgemental and interpretation skills
? learn how to evaluate different strategic options
? assess and resolve managerial challenges
LEARNING OUTCOMES
At the end of this module students will be able to:
? assess and interpret the innovation process
? develop and formulate managerial strategies to shape innovative performance
? utilise tools of innovation management to map and measure innovative activities
? diagnose different innovation challenges and make effective recommendations for
resolving them
? employ different ethically and socially sound mechanisms to profit from innovative
efforts
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TEACHING METHODS
The module will be delivered through lectures, videos, class discussion and case-based
exercises. Students will be expected to complete the required reading before the lectures
and to engage in debates and other exchanges related to the topics of each week’s session.
The teaching philosophy is based on “active learning” whereby students are active
participants in the learning process and create their own experiences through independent
and interactive inquiry and analysis.
There will be a message board for the module. Students are welcome to post questions on
this board and these discussions will be monitored and facilitated by the lecturer.
GUEST SPEAKERS
There will be one or two guest speakers from outside the university.
READING LIST
Textbook
There is a textbook for the class and we will follow it closely. You are strongly advised to
purchase this book for the class.
? Melissa Schilling: Strategic Management of Technological Innovation, McGrawHill,
International Edition 2011.
?
Another book that provides an excellent overview of the management of innovation:
? Dodgson, M. Gann, D. and Salter A. The management of technological innovation:
strategy and practice, Oxford University Press, 2008.
A full reading list will be posted on the Hub.
ASSESSMENT
Exam (70%)
Coursework (25%)
Answers quizzes (5%)
The assessment methods will provide ample opportunity for the students to demonstrate
their achievement of the learning outcomes. The exam will be made up of a mixture of
multiple choice, short and long answer questions. Students will be required to demonstrate
knowledge of the module materials and the ability to think creatively about some of the major
managerial challenges associated with innovation management.
37
BS1413 INTERNATIONAL MARKETING
Module Outline
MODULE LEADER
Name: Angela Dalrymple
E-mail: [email protected]
MODULE AIMS
The aim of the module is to demonstrate that International Marketing is essentially about
understanding the ways in which an international organisation can serve its customers better
than its competitors, and continue to do so over time. More specifically the aim is to
introduce key marketing concepts, to understand the principles of marketing analysis, and
how marketing is an essential element of global business strategic planning.
MODULE OBJECTIVES
Knowledge Objectives
Students will develop a sound understanding of the following concepts and issues in an
international context:
? principles of international marketing, orientation and globalisation
? the international marketing mix
? market analysis, segmentation, targeting, and positioning
? competitor analysis
? consumer behaviour and decision making
? marketing research
? new product development, digital marketing and social networking
? differentiation of product and service marketing
? sales channels and international market entry strategies
? international brand management
Skill Objectives
Students will learn:
? to appreciate that the key to successful marketing starts with effective analysis and
diagnosis
? how to use the necessary tools and concepts to be able to undertake such an analysis
? how to develop coherent international marketing strategies that provide relevant
differentiation and result in sustainable competitive advantage / profit
The module is practical and managerial, and focuses on marketing-related criteria which
customers use to differentiate between competitive offerings, how they make purchasing
decisions, and to what extent marketing can influence their choice.
LEARNING OUTCOMES
On completion of this module students will be able to:
? Evaluate which analytical tools and framework to apply in analysing international
marketing challenges
? Critically evaluate which modules of action would be most relevant and ethically and
socially sound to recommend in an international marketing context
? Develop a greater understanding of the marketing perspective in international business
? Develop critical skills in interacting successfully with marketers and marketing
departments internationally
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ASSESSMENT
Coursework: Team assignment (30%)
Examination: Individual examination (70%)
TEACHING METHODS
Each week there will be two 2-hour teaching sessions, including lectures and whole class
discussions addressing specific real world marketing subjects and case studies. Students will
be briefed on the preparation required to facilitate these class discussions. Some syndicate
group presentations will be required.
READING LIST
Key Textbook
? Brassington, F. & Pettitt, S. (2012) Essentials of Marketing. Pearson Prentice Hall (3
rd
Edition)
Supplementary Reading
? Hollensen, S (2012) Essentials of Global Marketing. Financial Times / Prentice-Hall (2
nd
Edition)
? Kotler, P. Armstrong, G., Harris, L.C. & Piercy, N. (2013) Principles of Marketing.
Prentice Hall (6
th
European Edition) (All editions are relevant for marketing concepts)
? Keegan, W.J., Green, M.C. (2012) Global Marketing. Pearson (7
th
Edition)
? Doole, I. & Lowe, R. (2012) International Marketing Strategy. Cengage Learning (6
th
Edition)
Additional Reading
Marketing
Marketing Week
Campaign
Research Sources
Datamonitor
Euromonitor
Market Research Society
ESOMAR
Direct Marketing Association
Advertising Standards Authority
The Economist – Pocket World in Figures
Case studies to be issued with lecture notes.
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BS1405 VENTURE CAPITAL AND GROWTH FINANCE
Module Outline
MODULE LEADER
Name: Professor Mike Wright
E-mail: [email protected]
MODULE AIMS
Growing their ventures poses both exciting and frustrating challenges for entrepreneurs,
none more so than raising finance. Entrepreneurs in growing firms are typically unable to
generate the funds they need for growth from their own revenues and resources but must
seek external funding. This means they have to persuade investors such as venture capital
firms to provide substantial amounts of money to support what may be little more than an
idea or often at best a venture with a limited track record. They are also likely to have to
trade some of their ownership of the venture for the opportunity to achieve greater returns.
Accessing growth finance is therefore complex and uncertain. The module aims to demystify
this process by showing how venture capital providers go about making their investments
and explaining how entrepreneurs in growing firms can make their ventures investor ready.
The module builds on the earlier modules in the module and on the experiences of leading
financiers and entrepreneurs and aims to provide students with the expertise to understand
and access finance within growing ventures.
The module draws on insights from the Business School’s world leading research
programmes on high growth entrepreneurs, venture capital and private equity, including the
Centre for Management Buyout Research as well as our experience working with
organizations involved in the funding of high growth ventures such as the British and
European Venture Capital Associations, NESTA, Barclays Private Equity, Ernst & Young,
and many other venture capital and private equity firms. By the end of the module, students
should be able to understand entrepreneurs’ financing needs in growing ventures, what the
financiers of growing ventures look for in deciding to invest and how financiers assess, value
structure, monitor and exit their investments. Students should know about different ways to
growth and the different types of providers of growth finance.
MODULE OBJECTIVES
Knowledge Objectives
? to provide an understanding of the operation of growth finance markets from the
perspectives of both the investor and the entrepreneur
? to consider the issues relating to growth finance for both growing new start-ups and
established businesses
Skill Objectives
? diagnostic and analytical skills
? to think creatively about how best to present complex and uncertain entrepreneurial
ventures
? enhance verbal skills via class and group discussions
? build up judgemental and interpretation skills
? learn how to evaluate entrepreneurial financing options
? assess and resolve managerial, financial and entrepreneurial challenges that arise
during the period of the investment
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LEARNING OUTCOMES
At the end of this module students will be able to demonstrate the ability to evaluate, and
make critical assessments of the following:
? the factors looked for by growth financiers such as venture capital firms in assessing,
structuring and monitoring investments
? the essential tools required to assess, value, structure and monitor venture capital
investments
? the tools gained in the module will be of central relevance for students’ preparation of
business plans in the summer term and subsequently.
TEACHING METHODS
The module will be taught in 10 two hour sessions including lectures, group work and
discussion. In each session, there will be an in-class case exercise relating to aspects of the
venture growth finance process. The exercises are designed to deepen the student’s
knowledge of topics raised in the lectures. All students are expected to participate in the
exercises, but they will not be graded. The details of the exercises will be explained in class
and the findings of the exercises will be also discussed during the class or the following
week.
Students are expected to come to class having thoughtfully studied the required materials.
During the lectures, students are encouraged to ask questions and contribute to the class
discussion. In addition, there will be a Hub message board for the module. Students are
welcome to post questions on this board and these discussions will be monitored and
facilitated by the lecturer.
READING LIST
Textbook
Students will be provided with a dedicated module pack of essential readings as there is not
really an overall textbook. However, students can download for free the following monograph
which provides much of the basics relating to venture capital and private equity:
? John Gilligan and Mike Wright. Private Equity Demystified -2012 Edition. London:
ICAEW, 2012. Downloadable from:http://www.icaew.com/~/media/Files/Technical/Corporate-
finance/Financing%20change/private-equity-demystified-an-explanatory-guide-2nd-
edition.ashx
ASSESSMENT
Exam (70%)
Team coursework (30%)
The assessment methods should provide ample opportunity for the student to demonstrate
their achievement of the learning outcomes.
41
BS1401 BUSINESS MODELS AND INTELLECTUAL PROPERTY
Module Outline
MODULE LEADER
Name: Dr Llewellyn Thomas
Email: [email protected]
MODULE AIMS
Business models explain how a business succeeds to create, deliver and capture value.
They are about designing the organisation to enact an opportunity. While there are
numerous entrepreneurial opportunities, the challenge is to create viable businesses through
designing appropriate value propositions, profit formulas, resources, and processes. In this
module, we focus on factors that go into crafting and structuring a business.
Some successes stem from the application of new technologies, others from new ways to
package and charge for services that existing technologies can deliver. This module teaches
students how to construct business models and explore new models. It looks at the forms of
Intellectual Property (IP) available to innovators and entrepreneurs, examining how to obtain
and enforce different forms of IP, in order to capture maximum value, now or in the future.
The module will be centred on case discussions drawn from diverse industries, allowing us to
gain a broader understanding of entrepreneurship principles.
OVERVIEW OF MODULE CONTENT
? Developing coherent and viable business models
? Recognising different methods for value appropriation and alternative revenue models
? Awareness of forms of IP and their roles in business models
? Understanding the drivers of profitability of a business model
MODULE OBJECTIVES
At the end of this module, students will be able to demonstrate understanding, critical
assessment, and application of the following:
? The definitions and concepts a business models
? Business model strategies to benefit from technological opportunities
? Evaluate revenue models and financial value drivers in business model
? Role and value of intellectual property rights in business models
? Understanding of how competitiveness is influenced by business model innovation
STRUCTURE
This module will be offered through 10 in-class sessions of 2 hours.
TEACHING METHODS
The challenges of teaching business models are that (a) the area itself is new and emerging;
(b) the subject can involve so many variations on countries and strategies; and (c) the viability
of new ventures isn’t immediately clear. Thus the best way to deal with such ambiguity is to
become involved in lots of different strategies, learning from each and building up one’s
experience in approaching the issues involved.
For this reason this module is designed to expose you to as many contexts as possible,
requiring you to analyse each situation, identify the truly key issues, and hopefully become
42
more proficient at thinking through the possibilities and pitfalls of alternative approaches to
various aspects of entrepreneurship in this renewable energy context.
It is important that you prepare all cases and participate in the discussion of each case.
This is not a module where you can learn by simply skimming the case beforehand and then
picking up a few useful points from the discussion. You will only learn from struggling with the
issues beforehand, reaching your own initial conclusions, and then building on that experience
in the discussion. Working on the cases with a small study group will likely prove very helpful.
ASSESSMENT
Coursework (100%) – in teams of 6.
The final project is a group-based analysis of a new business idea. The maximum 4000-
word report consists of information collected and analysis carried out about the industry
environment and competitors, potential customer base, technological characteristics,
business model (components and their interactions), and competitive strategies (including
IPR).
You can collect information about the industry and the field of technology through interviews
and/or archival search: personal contacts, newspaper articles, websites, academic papers,
trade press, etc.
The project will be marked on the basis of research material and content (40%), analysis and
its implications (40%), and organisation, clarity, presentation and structure (20%). All
members of the group will receive the same mark, regardless of individual contributions.
Groups will make short presentations in the last session of the module. Insightful application
of concepts, analyses, and models studied over the module is rewarded.
READING LIST
Core Readings
? Business Model Generation, A. Osterwalder, Yves Pigneur, Alan Smith, and 470
practitioners from 45 countries, self published, 2010
43
BS1406 ENTRPEPRENEURIAL JOURNEY PART II
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
Co-tutor: TBC
MODULE AIMS
The Entrepreneurial Journey Part II builds on the Entrepreneurial Journey Part I. While Part I
focuses on knowledge and skills, Part II focuses on skills and experience. It involves
students selecting and researching a real business idea and either writing a business plan,
or writing a report explaining the insights that have led to a negative business case, i.e.
abandoning an entrepreneurial idea. Students go through the entrepreneurial journey step
by step, guided by the Online Toolbox and an intense programme of workshops and
coaching. Teams present their final plan (or negative business case) to their peers and a
panel of academic and investor judges in a competition held at the end of the summer term.
MODULE OBJECTIVES
The main objective of the module is to provide students with the live experience of
researching and developing a novel business case and making it ready for investment. This
comprises the use of:
? Entrepreneurial market research, entrepreneurial finance, business modelling
? Talking professionally to customers and partners
? Presentation skills
? Team work
LEARNING OUTCOMES
By the end of the module, students will be able to:
? recruit, select and incentivise an entrepreneurial team
? evaluate the ethical, social and business viability of a business idea, detecting
upfront breaking points
? use tools and frameworks to constantly evaluate, improve, change and develop
ventures and business cases
? carry out effective client communication
? apply lo-fi prototyping in idea assessment and development
? work effectively, ethically and responsibly within a team under pressure and uncertainty
? develop and deliver an entrepreneurship pitch for a new venture and present a business idea
to a panel of investors/judges
TEACHING METHODS
The taught aspect of the Entrepreneurial Journey Part II is the “flipped classroom”, where
students lead the learning experience. Students use the Online Toolboxhttp://icl.thesmartentrepreneur.net/, which contains the steps and process for the
development of their business case. They use the Toolbox as a knowledge base, and also
as a step-by-step guideline through the Entrepreneurial Journey.
Involvement of the module leader and the tutor is 100% via coaching (face-to-face or as part
of the workshop panels).
44
MODULE STRUCTURE
As EJII is not a regular module, but more a long term entrepreneurial bootcamp, it is
structured in a specific way.
First of all it is crucial for students to find a team that fits together and an idea that is exciting
and realistic. To give students sufficient time to find that powerful team and to select and
evaluate the best EJ idea for the team, we introduce the module already in the Autumn Term
and include a long preparation phase. During this phase students discuss the ideas they
have with each other and teams are formed around the common areas of interest. Once
formed, teams will have the opportunity to consult with the module leader to receive first
feedback on their ideas. The preparation phase will run from November until the start of EJ
II.
During EJ II, we continue to support teams intensely. The actual module period comprises:
- The Kick-off Event
- 3 Pitching Workshops
- 3 Individual Team Coaching Sessions.
- The Business Plan Competition
Programme:
Autumn Term – Preparation Phase:
How to get the most out of EJ: a short introductory session about how to start preparing
for a successful EJ.
“Forming a powerful entrepreneurial team and selecting co-founders for EJ”, a
workshop by Ingrid Declerq
Idea Counseling sessions. Throughout the Autumn and Spring term student teams can
book 2 consultation slots with the module leader to present project ideas and receive initial
feedback.
Spring and Summer Term – EJ II
1. Kick-off Event: This event is a half day plenary session during which we make the
acquaintance of all teams. Teams present their project idea in a ”Pitch Light” and receive
comments form a panel consisting of the module coaches and two external investors. The
module leader will assign the dedicated coach for each project during this session.
EJ I and II time line
45
2. Pitching Workshop: Focus on Ideation
Teams will pitch and present work in progress, before a panel consisting of their coach, one
or two external investors/entrepreneurs and one other peer team. The focus in this session
is on the idea, the relevance of the problem and the uniqueness of the solution.
3. Coaching Session: teams work with the coach in an individual one hour feedback
session.
4. Pitching Workshop: Focus on Value Proposition
In this pitching workshop the presenting and feedback format is maintained, but now the
focus is on the Value Proposition. Teams will present insights obtained from intense market
research and industry analysis and will show the panel who the client is, which partners will
be involved and how the venture will make money.
5. Coaching Session
6. Pitching Workshop: Focus on Prototyping and In-Market Testing
Teams will present the prototype they have developed and the adaptations the in-market
testing activities have brought to the business idea.
7. Coaching Session
8. Business Plan Competition: During the final session, all the teams will come together
and present their business cases in a competitive arena before a panel of investors and
seasoned entrepreneurs. Not only will presentations be marked during this session, the
panel of external judges will also select the winner of the IEM Business Plan Competition as
well as the delegates for the I&E Startup! Challenge.
About the Pitching Workshops
Pitching workshops are each 90 minutes long. Each pitching workshop has a different focus
(see above, for further detail consult the Online Toolbox: www.icl.thesmartentrepreneur.net).
For this purpose the cohort is split into smaller groups, each containing two teams. We will
make a different combination of pitching teams every time to guarantee maximum variation
and dynamism in the sessions. At the start of the workshop, the first team will pitch and
further present a report on progress made (i.e. what did we found out and how, what does it
mean for us, what are we doing next).
It will then receive feedback as follows:
a) From peers. The second team will play an investor role and in this capacity it will provide
feedback and will challenge the peer team in an active way. The pitching sessions are
compulsory for all team members, as providing feedback to peers is a substantial part of the
learning experience.
b) From a panel of external coaches. The feedback from external coaches may involve expert
opinions, additional questions or challenges, or general business feedback depending on the
profile and the interest of the particular panel member. Panel members are invited from the
London entrepreneurial community and the extensive Imperial College Alumni Network. As
projects may change during the module of the Journey, no guarantee is given with regards to
particular expertise or background of panel members relating to the project subjects.
c) From the coach who will focus on the use of methodology and will challenge the work in
general.
After one team has received feedback from all parties, the roles of both teams are inversed.
At the end of the session the coach provides a wrap-up with an outlook to the next session
and what is expected from the teams.
Very important note: pitching workshops are compulsory and involvement will be graded.
46
About Team Coaching Sessions
Each team will also be entitled to 3 coaching sessions with the assigned personal coach.
This individual moment of face time may be used by the students to:
? discuss feedback received during the pitching workshops
? obtain advice and guidance on the feedback received from clients and partners
? receive assistance in general on their business case, the methodology used and progress
made
Very Important Note: It is the responsibility of the team to prepare questions and use this
moment to the team’s advantage. It is the role of the coach to provide feedback on what the
students are bringing to the table.
TEACHING MATERIAL
- The core teaching material is the online Toolbox:http://icl.thesmartentrepreneur.net/, which
students should explore and study before and during the Entrepreneurial Journey.
- The Smart Entrepreneur EJ I textbook.
ASSESSMENT
Coursework: 100%
Pitch Light: 10%
- Content: up front breaking points, consistency of the story
- Performance and presentation skills: appropriate style, personal attitude, creativity of the
charts
- Q&A: accurateness, consistency
Class room co-operation: 15%
This mark will reflect the engagement of the team during pitching workshops, including the
performance of the team as a panel providing feedback for their peer team. It will also reflect
the transformation of the idea between the beginning and the end of the Journey.
Full Pitch: 35%
- Content: credibility, consistency, structure
- Performance and presentation skills: appropriate style, personal attitude, creativity of the
charts
- Q&A: accurateness, consistency
Written Business Plan or negative case study: 40%
- Content: overall credibility and strength of research, robustness, originality, consistency
- Format: structure, writing style, look and feel
47
BS1409 CONSULTING PROJECT COURSE (CPC)
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
MODULE AIMS
The CPC aims to contribute to the development of the participant’s managerial potential by
explaining and applying problem solving techniques in complex and challenging business
situations. The focus is on developing the students’ skills in managing a real consulting
project from inception to completion, drawing on the knowledge and skills achieved in other
modules of the MSc Innovation, Entrepreneurship and Management programme. The
module will give students, who have no or little exposure to industrial situations, the
opportunity to experience and operate in a real world situation.
MODULE OBJECTIVES
Knowledge Objectives
Participants should develop the ability to:
? analyse a real consultancy problem
? apply their knowledge from other modules to solve a real consultancy problem
? integrate theoretical knowledge with practical skills relevant to industry
Skill objectives
Participants should develop the ability to:
? carry out research and industry analysis and evaluate their results
? analyse and interpret real world business problems
? manage clients’ expectations
? deliver value through the project to the client
LEARNING OBJECTIVES
Upon completion of the module, participants will have developed:
? problem solving skills in relevant business situations
? analytical skills to select and use relevant information for the purpose of producing
consulting projects
? delivery skills to write a report that could be used by practicing managers
? project management skills to deliver to a pre-assigned set of requirements, external
time frame and the highest ethical values.
STRUCTURE
The project scenario will be introduced in the second half of the spring term and students will
undertake the bulk of the work in July. Students will be given guidance through support
classes in Consulting Skills and advice by corporate representatives. Students will present
their results to a panel of judges made of academics and corporate representatives and the
final report will be submitted at the beginning of August. The project may require the students
to go to corporate sites overseas.
ASSESSMENT
Team coursework 3000-word project report and team presentation
48
BS1418 WORK PLACEMENT
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
MODULE AIMS
Work Placements contribute to the development of the student’s managerial potential by
applying problem solving techniques to a challenging business situation in which the student
is fully immersed. The focus is on developing the students’ skills in managing real business
tasks in one specific business context, drawing on the knowledge and skills achieved in other
modules of the MSc Innovation, Entrepreneurship and Management programme. The
module will give students who have had little or no exposure to the corporate environment,
the opportunity to experience and operate in a real world situation.
MODULE OBJECTIVES
Knowledge Objectives
Participants should develop the ability to:
? analyse real business related problems
? apply their knowledge from other modules to solve real business tasks
? integrate theoretical knowledge with practical skills relevant to industry
Skill objectives
Participants should develop the ability to:
? carry out business related tasks and analysis and evaluate their results
? analyse and interpret real world business problems
? manage line manager’s, peer and clients’ expectations
? deliver value through the completion of tasks to the organisation they work for
LEARNING OUTCOMES
Upon completion of the module, participants will have developed:
? Problem solving skills in a business situation
? Analytical skills to select and use relevant information for a given task
? Communication / presentation skills to produce a report
? Project management skills to deliver to a pre-assigned set of requirements, external
time frame and the highest ethical values.
STRUCTURE
Those students who choose to take this module must secure their own work placements and
submit details of their work placement to the Programme Team by the end of April. The
Programme Director, in consultation with the Careers and Development Team, will vet all
proposals by evaluating if the work placement is relevant to the programme and its learning
outcomes and is carried out by a credible organisation.
ASSESSMENT
Individual portfolio containing sufficient evidence and self-evaluation of the achievement of
each learning outcome.
49
BS1417 INTERNATIONAL STUDY TOUR
Module Outline
COURSE LEADER
Name: Kristien De Wolf
Email: [email protected]
COURSE AIMS
The International Study Tour is an optional module that can be taken in place of the
Innovation, Entrepreneurship and Management Report. The aim of the tour is to give
students a chance to experience first-hand the social and cultural dynamics of business in
another country. The tour will consist of a number of visits to different companies across a
range of industry sectors, as well as social and cultural activities.
Students who attend the tour will be required to write a 5,000-word report on a managerial
theme related to the tour. Students are expected to engage with the companies they visit on
the tour to provide information for their report.
The report will be the final assessment of the MSc Innovation, Entrepreneurship and
Management programme and students are expected to demonstrate they have met the
learning outcomes of the entire programme.
MODULE OBJECTIVES
Knowledge Objectives
During the module, students will develop the ability to:
? learn about the socio-economic and business environment of another country
? gain real life exposure to a variety of international sectors and functions
? apply their knowledge from other modules to a real international business issue
Skill objectives
During the module, students will develop the ability to:
? carry out, interpret, evaluate and synthesise information from the tour and existing
literature related to a managerial theme
? effectively express in writing their opinion and critical evaluation on a managerial
theme related to the tour
? carry out unsupervised tasks and manage their time effectively
LEARNING OBJECTIVES
Upon completion of the module, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation
and new venture, the external context in which they operate, and how they are
managed
? apply analytical techniques to decision making in building and supporting new
businesses and ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship
informed by leading-edge research and practice in the field
? enhance lifelong learning skills and personal development, and be able to work with
self-direction
? develop skills to launch and support new business ventures and exploit opportunities
arising from new ideas to create new sustainable business models and create
economic and social value
? appreciate the social and cultural dynamics of business in another country
50
? develop further international business experience
? contextualise and apply knowledge gained to their future working practices
STRUCTURE
? a list of themes related to the tour will be proposed to students for them to choose
from
? students are expected to engage with the companies on the tour and to integrate the
content of any discussions into their final report
? students will receive final feedback upon submission
The tour will run in the week of 20 April 2015. Students are expected to fund the tour
themselves.
ASSESSMENT
Individual coursework Team coursework, Video Presentation
51
BS1410 INNOVATION, ENTREPRENEURSHIP AND MANAGEMENT
REPORT
Module Outline
MODULE LEADER
Name: Kristien De Wolf
Email: [email protected]
MODULE AIMS
The Innovation, Entrepreneurship and Management Report is a 5,000-word unsupervised
report which requires students to apply the knowledge that they have learnt in the rest of the
programme to explore a topic in some considerable depth and across several management
disciplines. The report is the final assessment of the MSc Innovation, Entrepreneurship and
Management programme and students are expected to demonstrate they have met the
learning outcomes of the entire programme.
MODULE OBJECTIVES
Knowledge Objectives
During the module, students should develop the ability to:
? apply their knowledge from other modules to analyse a managerial theme
? integrate theoretical knowledge with evaluation skills relevant to an innovative and
entrepreneurial theme
Skill Objectives
During the module, students should develop the ability to:
? carry out an analysis of, interpret, evaluate and synthesise existing literature related to
an innovative and entrepreneurial theme
? effectively express in writing their opinion and critical evaluation on an innovative and
entrepreneurial theme
? carry out unsupervised tasks and manage their time effectively
LEARNING OUTCOMES
Upon completion of the module, students will be able to:
? demonstrate relevant knowledge and understanding of the innovative organisation
and new venture, the external context in which they operate, and how they are
managed
? apply analytical techniques to decision making in building and supporting new
businesses and ventures
? demonstrate critical awareness of current issues in innovation and entrepreneurship
informed by leading-edge research and practice in the field
? enhance lifelong learning skills and personal development, and be able to work with
self-direction
? develop skills to launch and support new business ventures and exploit opportunities
arising from new ideas to create new sustainable business models and create
economic and social value
STRUCTURE
? a list of themes will be proposed to all students for them to choose from
? students will carry out their essay unsupervised and will receive final feedback upon
submission
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ASSESSMENT
Individual coursework 5,000-word essay
53
BS1416 CAREER AND PROFESSIONAL DEVELOPMENT
WORKSHOPS
Module Outline
MODULE LEADER
Name: Cassie Gilbert
Room: Careers Area, MENG 448
E-mail: [email protected]
MODULE AIMS
The aim of the module is to equip students with the tools needed to identify their career goals
and to achieve them. The careers sessions will explore each student’s personal and career
motivations in more detail, to allow them to better identify what type of role best matches
their skills, motivators, interests and working style preferences. The follow up sessions will
focus on how individuals can successfully market themselves to future employers, as well as
the personal development sessions that will give students the valuable transferable skills that
will be useful during the programme and when applying for roles and throughout their career.
MODULE OBJECTIVES
Knowledge Objectives
By the end of this module, students will know:
? what career options might fit their skills and motivators
? what makes a successful CV, cover letter and application form
? how to make the right impact at interview and assessment centre
? what makes an effective networker and how to access the hidden job market
Skills Objectives
By the end of this module, students should develop the ability to:
? work effectively in a group
? present with impact
? work in cross cultural teams
The module is a mixture of theory and practical elements.
LEARNING OUTCOMES
The purpose of the module is to provide students with the tools they need to research the
opportunities out there and effectively market themselves; it is not a placement service.
ASSESSMENT (subject to change)
This module is a pass/fail element of the programme based on attendance. Students are
required to attend 3 out of 5 careers sessions per term. This will be monitored. Students who
have attended the presessional Consulting Industry module are exempt from the Autumn
term workshops.
TEACHING METHODS
Students will attend career workshops, which will be delivered by experts within the careers
team as well as outside providers. Those running the workshops have extensive experience
of the graduate recruitment and experienced hire market, with many of them previously
working in Graduate Recruitment in industries such as Consulting.
54
Students may also wish to see the career consultants for a one-to-one session that will be
tailored to their individual needs. Whether you want to fine tune your CV, take part in a mock
interview or review your overall career strategy, our team are here to help.
Additional Essential Reading – weekly and daily!!
The careers team weekly bulletin
Symplicity for events and 1:1 sessions
The careers website www.imperial.ac.uk/business-school/cpds
The Times
FT
Economist
Research Sources
To research potential job opportunities please see below
e-financial Careers - www.efinancialcareers.co.uk
Imperial College ‘jobslive’http://www3.imperial.ac.uk/careers/resources/jobslive
Imperial College Business School ‘Symplicity”https://imperial-csm.symplicity.com/students
Inside Careers -http://www.insidecareers.co.uk/
Milkround - www.milkround.com
Prospects - www.prospects.ac.uk
Target Jobs -http://targetjobs.co.uk/
Totallyfinancial.com - www.totallyfinancial.com/
3
Personal Skills Development for Individual Courses
Written Presentations Spreadsheets
Analytical
& Critical
Reasoning Verbal Teamwork
Personal
Skills
Core Course
Accounting and Corp. Reporting
Analysis
? ? ? ? ? ?
Business Economics ? ? ? ? ?
Business Models and Intellectual
Property
? ? ? ? ? ?
Innovation Management ? ? ? ? ? ?
International Marketing ? ? ? ? ? ?
Management of Design ? ? ? ? ?
Organisational Behaviour and
Human Resource Management
? ? ? ? ? ?
Project Management ? ? ? ? ? ? ?
Strategic Management ? ? ? ? ? ?
Venture Capital and Growth
Finance
? ? ? ? ? ?
Practical Course
Entrepreneurial Journey Part I & II ? ? ? ? ? ? ?
Consulting Project ? ? ? ? ? ? ?
Work Placement ? ? ? ? ? ? ?
Essay Course
Innovation, Entrepreneurship and
Management Report
? ? ?
International Study Tour ? ? ?
Professional Development
Careers Workshops ? ? ? ? ?
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