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NETFLIX IN INDIA: THE WAY AHEAD BUSINESS CASE STUDY ANALYSIS

July 23, 2020/in Posts /by admin

Assessment Details:
Subject: Business
Deadline :*: As Per Required
Number of Words: 2000
Citation/Referencing Style: APA
Background:

NETFLIX IN INDIA: THE WAY AHEAD

Synopsis
Netflix, Inc. (Netflix), is the world’s leading provider of subscription video on demand (SVoD), including movies and television (TV) series, with more than 75 million subscribers in over 190 countries. The company launched its Indian platform on January 6, 2016. Netflix aggressively expanded into new markets to offset its slackening domestic growth in the United States. The company entered more than 190 countries, covering almost the entire globe except China, Crimea, Syria, and North Korea. Due to its huge population, India represented a lucrative market. Furthermore, the younger generation in India had dynamic consumption patterns that were comparable to those of Western consumers, giving Netflix another reason to invest in the country. This case focuses on the business model adopted by Netflix for its Indian consumers, taking into account the vast diversity in terms of language, culture, and socioeconomic conditions in the market, as well as other hurdles like competitors, censorship, and a lack of infrastructure. Even though Netflix was a formidable player globally, it was not the first mover in the Indian market and many of its competitors were already doing extremely well. How could Netflix compete and move forward in India?

Issues: SVOD market, International strategy, PESTLE analysis, Porter’s five forces, VRIO analysis, value, rareness, imitability, organization, streaming, motion picture, on-demand
(source: https://www.thecasecentre.org/main/products/view?id=141912)
Evaluation criteria:

Content: relevancy, usefulness, analysis, creativity and consideration of cultural issues
Organization: meeting roles and procedure
Language: presenting ideas clearly, concisely and correctly
Delivery: voice, pace, pronunciation, stress and intonation

Assignment 2: Business Case Analysis (20%, 300-500 words)
Objectives:

To learn to understand a business case.
To learn how to identify and evaluate the problems/issues of a business case by referring to updated literature in a certain industry.
To demonstrate the competence to propose the best solutions to the problems identified in a business case.
To demonstrate information searching skills in collecting reliable, relevant, and updated sources to support the case analysis.

Procedure:
Submission: One week after your Meeting Assessment

Three weeks before the Business Meeting Assessment(around week 5), you will get a business case from your class teacher to prepare for the business meeting and write your business case analysis to be submitted ONE week after the business meeting assessment.
Read the business case carefully and do some research.Try to identify the main issues/problems of the case, propose realistic solutions and make your recommendations.
Gather the most updated scholarly and non-scholarly information relevant to the case from the Internet and/or the university library to support your analysis.
Remember to cite your sources clearly and include properly formatted in-text citations and end-of-text references in APA, Chicago, or Harvard Business School style.
Limit your writing to within 300-500 words (maximum 2 pages, Times New Roman, font size 12, and 1.5 line spacing).
Marking criteria: Organization and Content (40%), Language (50%) and Referencing Skills (10%).

Business Case Analysis (20%): Assessment Form
Student Name: _____________SID: _____________Class: ELTU 3012 ______________

Assessment Criteria	Failed	Poor	Fair	Satisfactory	Good	Excellent	Comments
Organization and Content /40 Identifies and evaluates the key issues/problems of the case clearly Demonstrates extensive knowledge of industry relevant to the case Provides the best solutions to the problems and justifies the effectiveness of the solutions Makes solid recommendations based on the proposed solutions to the key problems Refers to authoritative, relevant and updated sources/theories to support the case analysis Presents ideas logically and coherently with the effective use of topic sentences and transitions
Language/50 Demonstrates high accuracy in grammar, syntax and vocabulary Uses a variety of sentence types with a good range of vocabulary Writes clearly and concisely Employs effective quoting, paraphrasing and summarizing skills
Referencing/10 Presents properly formatted in-text citations and references in APA, Chicago, or Harvard Business School Style.
	Total Score (out of 100 marks) /Grade

Case requirements:
In analyzing a case you have to:

identify and assess all of the main issue(s)/problem(s) of the case presented in the situation
sort and organize key information provided
ask the right questions
define opportunities and problems
research and review relevant up-to-date (preferably within the past 10 years) literature to provide foundation of knowledge of the issues and your understanding of the problem(s) critically
consider any potential theory/theories that can be related to the key issues of the case
develop and compare alternative resolutions to the problem(s)
interpret any data provided in the case
evaluate the outcomes of past strategies
develop and defend new strategies
choose the best solution and propose recommendations for action

Key elements in a case analysis

Introduction/Background (<100 words)
Evaluation of the case
Proposed solution/Recommendations

Introduction/Background: summaries the case in one paragraph < 100 words

Introduce a brief history and the main purpose of the case study and briefly outline the overall problems and issues to be solved.
Research and analyze the industry and the company
Write a thesis statement (overview of the whole analysis , one sentence , at the end )that shows a concise description of the case under discussion.

Evaluation of the case ~ +300 words

Discuss each of the issues or problems of the case by referring to the information acquired from your academic literature research.
Explain all the details of the “what”, “who”, “when”, “where”, “why”, and “how” and any implications for or relationship to different stakeholders.
Justify and evaluate how that issue links to theories or research in the academic literature suggested solutions or/and ideas for this particular case/ any alternative solutions

Proposed Solution/ Recommendations< 100 words

Provide specific and realistic solutions to the problems one by one
Compare and contrast the chosen solutions and alternatives
Justify the chosen solutions with evidence and research
Recommend particular actions and timeline to resolve the problems (may be helpful ; state out the steps and stages)

*USE APA style for reference

2c: Writing Business Case Analysis

To understand what is a business case
To determine the benefits of business case analysis
To understand the essential elements of a business case analysis and write a compelling and competent business case analysis
To demonstrate the ability to conduct business research by documenting sources

Case Studies and Report Writing

Courtland, B., & Thill, J. (2012). Excellence in Business Communication. (10th ed.) Boston: Pearson Prentice Hall.
Ellet, W. (2007). The case study handbook: How to read, discuss, and write persuasively about cases. Boston: Harvard Business Review Press.
Erskine, J.A., Leenders, M.R. &Mauffette-Leenders, L.A. (2003). Teaching with cases. (3rd ed.). London, ON: Ivey.
Gerson, S. J., & Gerson, S. M. (2010). Workplace writing: Planning, packaging, and perfectingcommunication. Upper Saddle River, NJ: PrenticeHall.
Guffey, M. E., & Du-Babcock, B. (2010). Essentials of business communication. (2^nd ed.). Singapore:Cengage Learning.
Holden, G. (2011). Business reports for busy people. Pompton Plains, NJ: Career Press.
Kolin, P. C. (2013). Successful writing at work. (10^th ed.). Boston, MA: Cengage Learning.
Kuiper, S., &Clippinger, D. A. (2013). Contemporary business reports. (5^th ed.). Mason, OH: SouthWestern, Cengage Learning.
Leenders, M.R., Mauffette-Leenders, L.A. & Erskine, J.A. (2001). Writing cases. (4th ed.). London, ON: Ivey
Mauffette-Leenders, L.A., Erskine, J.A. &Leenders, M.R. (2005). Learning with cases (3rd ed.). London, ON: Ivey.
Thill, J. V.&Bovee, C. L. (2013). Excellence in business communication. (10^th ed.). Boston, MA: Pearson.

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BSBHRM506 MANAGE RECRUITMENT, SELECTION AND INDUCTION PROCESSES

July 23, 2020/in Posts /by admin

Assessment Task 1: Develop Recruitment, Selection And Induction Documents Project

About your assessments:
BSBHRM506 Manage recruitment, selection and induction processes, this unit requires that you complete 4 assessment tasks.
You must complete all tasks to achieve Competency for this unit.
Write in the due date as advised by your assessor.

Assessment Task	About this task	Due Date
Assessment Task 1: Develop recruitment, selection and induction documents	You must develop a recruitment, selection and induction policy and procedure and supporting documents. You must also participate in a meeting to discuss documents developed.
Assessment Task 2: Recruitment and selection project	There are two parts to this task:§ Part A – You must meet with the Principle Consultant (your assessor) to provide training, to develop a job advertisement, and to identify and report on recruitment § Part B – You must approve the selection of a job candidate and develop a letter of offer and a rejection letter.
Assessment Task 3: Induction project	You must manage the induction process and implement improvements to the induction procedure.
Assessment Task 4: Written questions	You must correctly answer all 19 questions to show that you understand the knowledge required of this unit.

Task summary:

You are required to develop recruitment, selection and induction policy and procedure, as well as a position description template, a standard letter template and an induction checklist. You are then required to discuss these documents at a meeting with the Principal Consultant (assessor) in order to trial the documents and make the required amendments.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials
Access to a computer and the Internet
Meeting space
Sample FairWork Australia induction checklist

When do I do this task?

Class-based students will do this task in the classroom or as homework
Workplace-based students will do this task in their own time

what do I need to submit?

Correspondence with the assessor with the following draft documents included:
recruitment, selection and induction policy and procedure
position description template
standard letter template for unsuccessful candidates
induction checklist
Correspondence with the updated documents

How to submit your assessments?
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment Task Cover Sheet
At the beginning of each assessment task, you will also receive an Assessment Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the Assessment Cover Sheet.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
what do I need to do if I get something wrong?
If your assessor sees that you have not demonstrated the required skills/techniques and have not been marked as satisfactory; you will be provided with an opportunity to redo the parts of the task that are incorrect. The details of resubmission will be discussed directly with you.
Instructions to students:
Grow Management Consultants is a small management consultancy business specialising in leadership development services.
The company was established by Paul Burn, the Principal Consultant. A number of senior consultants are employed on a contract basis. The company also employs a Client Relations Manager and an Administration Officer. The company has recently employed a Human Resources Manager.
Grow Management Consultant’s Strategic and Operational Plan includes the following information:
Mission Statement:
Grow Management Consultants are committed to promoting individual and organisational leadership excellence. We do this by providing mentoring, training, coaching, consultation and program evaluation; offering cutting edge tools, resources and expert advice; sharing best and next practices; leading
organisations through the process of creating a leadership culture; and, recognising and celebrating excellence in leadership.
Strategic objectives for 2015 – 2016 are identified as followed:

Implement strategies to retain customers
Increase sales by 10%
Register as a training college in order to be able to offer accredited training to existing clients
Develop our human resources by implementing a formal human resources framework Operational priorities are as follows:
Design and develop a monthly newsletter to send out to all clients (Responsibility: Principal Consultant; Timeline: newsletter to be in operation by September 20XX)
Create a blog page on web site to provide regular latest news (Responsibility: Principal Consultant; Timeline: immediately)
Employ new full-time Accounts Manager (Responsibility: Principal Consultant/Human Resources Manager; Timeline: Accounts Manager employed by July 20XX)
Offer senior consultants the opportunity to become permanent employees (Responsibility: Human Resources Manager; Timeline: Permanent status finalised by end June 20XX, contracts revised)
Recruit two new senior consultants on a contract basis (Responsibility: Principal Consultant/Human Resources Manager; Timeline: New senior consultants appointed by August 20XX).
As part of the formalisation of the human resources function, you have been asked as a first step to develop an appropriate recruitment, selection and induction policy and procedure, as well as a sample position description template that can be used to document all new positions.
Note that the Principal Consultant has requested that interviewing of staff be completed by line managers rather than human resources, as he considers this is more effective as line managers have the technical expertise to select staff.

As the Principal Consultant is also interested in using social media for recruitment purposes, you have also been asked to research options for using social media for recruitment and to report back on this, including your recommendations for use of social media.

Review the information above. In your role as Human Resources Manager, prepare a memo (or email) to the Principal Consultant confirming the strategic objectives and operational priorities of the organisation, including an outline of the new positions to be recruited, as well as confirming the actions you will take to achieve these objectives and priorities as per the scenario information.
Develop a draft recruitment, selection and induction policy and procedure for Grow Management Consultants. Your policy statements should be short and concise and your procedures brief but clear and written in plain English in order to ensure usability by all.

Your policy and procedure should include the following:

Purpose of the policy¹
Scope – who it applies to, as well as relevant commonwealth and state/territory legislation addressed by the policy and procedure²
Objectives of the policy and procedure, including equality and diversity³
Roles and responsibilities⁴
Procedures for:

identifying a vacancy⁵
developing a position description (using a template)⁶
information to be provided to candidates⁷
advertising, including information about where positions should be advertised and the information that should be included⁸
- advertising on Seek should be the preferred advertising location.
method of application⁹
shortlisting procedure¹⁰
interview¹¹
- face-to-face interviews should be the preferred option
selection¹²
- online psychometric testing and online personality profile testing should be included
appointments¹³
record keeping requirements¹⁴
induction¹⁵
- a meeting with the HR Manager and the employee, and the manager separately, at the end of probation should be included.

Develop a draft position description template. As a minimum, the position description template you develop should include the following headings:

Job title
Location
Reporting responsibilities (who is the manager/supervisor)
Main duties/responsibilities
Skills and experience
Performance goals.

The position description template should provide brief notes under each heading to guide managers in completing the template.

Develop a draft standard letter template for unsuccessful candidates (that have been interviewed for a position). The template should be presented in a professional business letter format with space available for the position and candidate information. The letter should be written in clear and concise English and be free of errors.
Research and develop a draft induction checklist that could be used by Grow Management Consultants for any new staff member. The induction checklist should be approximately one to two pages and include brief instructions to managers about completing the checklist.
Send the memo and draft documents you have developed to the Principal Consultant (this will be your assessor) by the required date, and request a meeting to discuss the policy and procedures, sample position description template, letter template and the induction checklist.

Your assessor will provide you with a date, time and location for the meeting.

Participate in a meeting to discuss all of the documents you have developed. Your assessor in the role of Principal Consultant will ask you questions and provide feedback.

During the meeting you will need to demonstrate effective communication skills including:

answering questions about the documents developed
communicating information, speak clearly and concisely.
providing clear answers to questions
using active listening techniques to confirm and clarify information and suggestions.

After the meeting, update your documents according to the feedback provided to you by the Principal Consultant (your assessor).
Submit the final revised version of each document to your assessor within three days of the meeting.

Assessment Task 2: Recruitment and Selection Project

Part A – Manage recruitment

Instructions to students:

The Principal Consultant has approached you to discuss the appointment of a number of new staff. He has indicated that he is not sure whether to recruit the Accounts Manager or the senior consultants. He has requested a meeting with you to help determine which position to recruit first and to run through the policy and procedure for recruitment and selection and how complete the position description template.

Complete the following activities:

Meet with the Principal Consultant (your assessor) to provide training in regard to the policy and procedure for recruitment and selection of candidates and completing the position description template you developed in Assessment Task 1.

During this meeting you will also discuss and determine which position the company will recruit first. You are required to participate in the discussion, ask questions and provide advice that correlates to the policy and procedure.
Provide a printed copy of the policy and procedure and the position description template for the meeting and go through each of the areas in the template that need to be completed, as well as the level of detail that is expected.
You will be required to demonstrate effective communication skills by speaking clearly and concisely, responding to questions and active listening.

Following the meeting the Principal Consultant (your assessor) will provide you with the completed position description for the role of the Accounts Manager as well as information on the proposed remuneration for the position. The Principal Consultant has told you that he wishes to explore the use of social media in recruitment further (eg there are costs for using LinkedIn for recruitment) but for the time being he would like you to write an advertisement to be placed on Seek.

Develop a job advertisement in accordance with the organisational and legislative requirements as specified in the recruitment, selection and induction policy and procedure that you developed as part of Assessment Task 1. Your advertisement must clearly reflect the requirements of the position description, as well as include brief company information and remuneration details.Your assessor will review both your advertisement, as well as the recruitment, selection and induction policy and procedure you developed to assess this.

Research at least two recruitment consultants that could be used, should the Seek advertisement not attract the right kind of candidate. Identify the services offered by the recruitment consultants, as well as contact details and any other useful information.
When you have completed the advertisement, send it to the Principal Consultant for approval prior to advertising. Your covering memo or email should include information on the research that you have conducted in regard to the recruitment consultants and why it may be necessary to use these consultants.

Part B – Manage selection process

Instructions to students:

Applications have now closed for the position of Accounts Manager and the selection panel has completed the assessment and chosen the short list of preferred candidates. Your role includes calling each candidate to arrange their face-to-face interview and to explain the selection process, which you have done.
Part of the selection procedure for all roles is to complete an online psychometric test and an online personality profile test. The Principle Consultant has asked if you can skip this part of the process for one of the candidates because they have been recommended by a business associate.

Prepare and send a memo or an email to the Principal Consultant with an overview of the selection procedures as per the recruitment, selection and induction policy you have developed. You should also use this opportunity to gently explain why it is important to apply the same procedure to all candidates.
The next part of the procedure is to confirm the face-to-face interviews by email.

The proposed interview date is 6 October and interview times being 10 am, 11 am, 2 pm and 3 pm. Each interview is expected to take 1 hour and candidates will be asked set questions which they must reply to. The location of the interview will be at Head Office – Level 1, 10 Martin Street, Newcastle. There will be two interviewers, you as the Human Resources Manager and the Principal Consultant.
Develop a suitable email with the required position and interview information and including your information in the email signature. The first interview at 10am is with Maggie Perez so address the email to Maggi and send it (to your assessor).

Assume that the interviews have been conducted. You need to review the selection report produced by the selection panel (provided by your assessor) and decide to endorse/not endorse the panel’s selection decision of the preferred candidate for the role of the Accounts Manager. Complete the highlighted sections of the selection report to show your decision and return the completed report to the Principal Consultant (your assessor).
Develop a letter of offer for the candidate that will be appointed.

The name of the candidate is Maggie Perez and her address is 2/5 Belmont Gardens, Belmont NSW 2573.
Use the letter of offer template provided by your assessor and populates it with the information from the position description.
You may date the letter of offer as the date on which you submit the letter.

Prepare the letters to the unsuccessful interview candidates using the letter template that you developed in Assessment Task 1. The candidate information can be found in the selection report.
Submit the letter of offer and the letters informing candidates that they were not successful to your assessor by the date specified by your assessor.

Assessment Task 3: Induction Project

Instructions:

It is now another two weeks later and Maggie, the new Accounts Manager will be commencing her employment the following week.

Complete the following activities:

Send the induction checklist that you created in Assessment Task 1 to the Principal Consultant (your assessor). As the Principal Consultant is just about to provide Maggie’s induction, include an overview of the induction process in a memo or an email as per the recruitment, selection and induction policy and procedure. Ensure you include timeframes in your overview.
Review the following information:

It is the end of Maggie’s probation period and you meet with the Principal Consultant to discuss Maggie’s performance. The Principal Consultant indicates that while he is happy with Maggie’s performance overall, she doesn’t seem to be as productive and motivated as he would like. He explains that she sometimes seems to be waiting for direction instead of getting on with things.

Meet with Maggie (this will be your assessor). Your assessor will advise you of the date and time of the meeting. At the meeting you will need to explain the feedback from the Principal Consultant and enquire as to Maggie’s views on this.

During the meeting you will need to demonstrate effective communication skills, including speaking clearly and concisely, responding to questions and active listening. You will need to demonstrate appropriate non-verbal communication skills to show that you are open to Maggie’s views, as well as being empathetic. Maggie tells you that she is disappointed that it has taken three months, the end of her probation to be told her performance isn’t up to scratch.

Assume that based on the outcome of the meeting above, one of the improvements you decide to make is to the induction process in terms of building in more formal feedback sessions via meetings instead of leaving all of the feedback to the end of probation. You have heard that other organisations are doing this so you decide to research strategies.
Following your review, develop a memo or an email to be sent to the Principal Consultant (your assessor) that outlines recommendations for improving the induction process as documented in the organisation’s recruitment, selection and induction policy and procedure.
Amend the induction process in the recruitment, selection and induction policy and procedure based on feedback provided by your assessor in return correspondence.
Update the policy and procedure and submit it to your assessor.

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LCBS5031 – ENTREPRENEURSHIP PROJECT MANAGEMENT & MARKETING

July 23, 2020/in Posts /by admin

Faculty of Business and Law

Leicester Castle Business School

Our Mission	Our Vision	Our Values
To transform lives in our global community of students, staff and partners through outstanding education and researchTo go beyond business as usual by fostering creative, distinctive and pioneering solutions to real- world problems To promote the public good through critical analysis of the purpose of business and through active engagement in initiatives aimed at tackling business, social and community challenges	Through our unsurpassed commitment to the public good and Transformational scholarship, we will position ourselves as the definition of a 21st century global Business School	LEADERSHIP: Confidence and courage to shape a better futureINTEGRITY: Taking personal pride in our work CREATIVITY: Thinking beyond the usual and embracing ideas GLOBAL MINDEDNESS: Finding opportunities in our diversity COMMUNITY: Realising the purpose and power of business

MODULE OUTLINE

1. The teaching team

This module is led by William Murithi who has a broad knowledge of enterprise through academia and personal experience of establishing and growing businesses. Having been involved in Students in Free Enterprise Society (now Enactus) as well as run a business as a student, he is effectively placed to support and examine student business plans. His research interests are; Entrepreneurship, Strategy, strategic Entrepreneurship, Family Businesses, SMEs and Regional Development. Also students will be supervised or supported by experienced academic and professional staff within the enterprise team at the university.

2. Module aims

The Entrepreneurship Project assumes that students will have a thorough understanding of business research, analysis, and financial acumen to enable the construction and delivery of a comprehensive business idea. Studies from an undergraduate and postgraduate level should be used (where appropriate) to show a breadth of understanding to the areas required in the project, but also a depth of understanding in the entrepreneurial idea.
The Entrepreneurship Project does not require that the student already has a business or has studied a commercially based programme. Many students have strong creative ideas inspired by new opportunities, and the Entrepreneurship Project gives the student the time, and academic and commercial support, to develop and refine these ideas into a viable, structured, and comprehensive business plan.
Objectives and Learning Outcomes
By the end of this module students will:

Develop knowledge and practical experience of business plan creation.
Apply a range of management knowledge and skills to building a business.
Capacity for independent, self-managed work experience.
Presentation of the plan to mentors and academics.
Learn through reflection on practice and experience.

Skills	Introduced, Practiced, Assessed
Written communication	Introduced, Practiced, Assessed
Interpersonal communication	Introduced, Practiced, Assessed
Planning and organisation	Practiced, Assessed
Oral presentation	Introduced, Practiced, Assessed
Teamworking	Practiced
Adaptability	Introduced, Practiced, Assessed
Problem solving	Introduced, Practiced
Numeracy	Practiced, Assessed
Computer skills	Practiced, Assessed

6. How it’s going to be taught

This module is primarily driven by the student in a semi-independent manner. An overview of the timeline is shown below.

Action	Date
Entrepreneurship Project Mentor and Academic Tutor allocated	Late September/October
Students submit the Entrepreneurship Project Proposal form for consideration by the Module Leader	Late September/October
Entrepreneurial Project start	September/October
Continue Mentor and Tutor meetings	September – December
Submit project to University	9th January 2020
Entrepreneurship Project formal presentation	W/C 16 (PG) 13thJanuary 2020

The Faculty is committed to providing an equal learning experience for every DMU student through the use of Universal Design for Learning (UDL). Examples of the ways in which we do this include a focus on flexible ways of learning, providing flexible study resources such as by recording lectures, and by using a variety of assessment methods.

7. How this module relates to your programme of study

The skills and knowledge gained within previous modules should assist students in taking on the challenge of a semi-independent challenge, which is primarily driven by themselves.

8. How this module enhances your employ-ability

This module provides students the ability to understand business from the perspective of the founding entrepreneur, rather than simply as an employee. Therefore this should enhance employ-ability factor in future job applications, going into working within family businesses, or establishing a business of their own.
DMU has great ambitions for its students and alumni and we want you to have opportunities that match your ambitions. We offer a wide range of work experiences and now we want to make these even better.
#DMUworks is our fresh new programme to fit around what students, alumni and employers need, focusing on work experience opportunities that may be short, long, based in the UK or abroad – with options to suit different circumstances and aspirations. You can find out and sign up for #DMUworks, Innovation Centre and Enactus Society opportunities on MyGateway.
You can also find out further information about our projects by visiting the following webpage:https://www.dmu.ac.uk/dmu-students/careers-and-employability/careers-and-employability.aspx

9. Your responsibility

Students are expected to attend and participate in all timetabled activities, including lectures, seminars, workshops, and practical sessions. Students are also encouraged to fully participate in the academic and cultural life of the Faculty and University, including guest lectures, seminars, public debates and external visits.
As students, your responsibilities are:
Preparation: Complete the required readings before coming to each timetabled session on this module and to undertake the required follow-up work.
Participation: Participation in class is based on participation in class lecture/seminar, as well as group activities in class. To assist your engagement in class you should come prepared by writing down ideas, quotes, or concepts from the reading list that you find interesting as well as thought provoking. You should come prepared so that you can fully engage in class discussions and activities.
Respect: Throughout your studies it is important that you treat other students with respect as well as engaging in a respectful manner with academic staff. It is imperative that you listen to others and treat their contributions with respect, even if you disagree with them. In particular it is important that:

You are respectful of your peers’ learning and resist talking through seminars, workshops and lectures.
You do not answer your phone unless it is an emergency.
If you are late, then please take the first available seat and settle yourself as quietly as possible.

The student charter sets out commitments from the university to students, from students to the university, and from the Students’ Union to students. You can consult it at:
http://www.dmu.ac.uk/dmu-students/student-resources/student-charter/student- charter.aspx
The module teaching and assessment team will contribute to this environment by:

Treating all students with respect.
Welcoming diverse viewpoints, experiences, and interpretations of the class materials.
Challenging your thinking, beliefs, and analysis of issues, concepts, and ideas in this class.

10. Schedule

Action	Date
Introduction Entrepreneurship Project Mentor and Academic Tutor allocated	Late September/October 16th October
Entrepreneurial Project start	September/October
FaB Networking Session @Innovation Centerhttps://www.eventbrite.co.uk/e/fab-networking-with- findabiz-leicester-tickets-74087005227?aff=ebapi	29th October 201918:00 – 20:00 GMT
Students submit the Entrepreneurship Project Proposal form for consideration by the Module LeaderAnd submit a Gantt Chart with the proposal. Students to Submit A signed Business Proposal on Turnitin	Late September/October 8th of November 2019
Attend the Leicestershire Entrepreneurship Day 10:00 make booking though mygateway.dmu.ac.uk or https://lbf2019.ticketleap.com/leicestershire-entrepreneurship-day/dates/Nov-05-2019_at_1000AM	5th November 2019
Research Ethics application form (Signed copy)	15th of November 2019
Continue Mentor and Tutor meetings (at least 3 meetings) And at least one meeting with the Enterprise team- consult with Mr Simon Baines (sbaines@dmu.ac.uk ), Enterprise Project manager , book an appointment through mygateway Careers and Employability Appointments- self-employment, freelancing and setting up a business https://mygateway.dmu.ac.uk/s/careers-and- employability/appointments/app/ – /topic/14?siteId=7	September – December 2019
Submit Business Plan Project and PPT Presentation slides Via turnitin to University	9th January 2020
Entrepreneurship Project formal presentation	W/C 16 13th January 2020

11. Module Resource

Key Text:

Allen, K. R. (2016) Launching New Ventures: An Entrepreneurial Approach (7th Ed). Cengage

Additional Texts:

Burns, P. (2014) New Venture Creation. Basingstoke:
Stokes, & Wilson, N. (2010) Small Business Management and Entrepreneurship (6th Ed).
Hampshire:
Halloran, J. W. & Moorman, J. (2006) Successful Business Planning for Entrepreneurs.
Thomson, South Western.
Katz, J. and Green, R.P. (2013) Entrepreneurial Small Business. McGraw Hill Higher Education.
Leach, K. C. & Melicher, J. W. (2014) Entrepreneurial Finance (5e). Thomson South Western.
Legge, J. & Hindle, K. (2004) Entrepreneurship: Context, Vision and Planning. Palgrave MacMillan.
Ries, Eric (2011) The Lean Start-Up: How Constant Innovation Creates Radically Successful Businesses.
Cedar, Jonathan (2016) How One Start Up Developed a Sales Model that Works in Emerging Markets. Harvard Business Review (07 September).

Recommended texts on Business Research Methods

Quinlan Christina, Babin Barry, Carr Jon, Griffin Mitch, Zikmund William (2019) Business Research Methods, 2nd edition, Andover: Cengage Learning, ISBN: 1473760356, 9781473760356

12. Blackboard and module communications

Important information relating to this module can be found on Blackboard. This includes information on the module, lecture and seminar materials, all communications and announcements, as well as the procedure for submitting assignments via TurnitinUK.
You can access Blackboard by going to this link: https://vle.dmu.ac.uk
Login using the same username and password that you have for access to the University’s computer services.
Further information on Blackboard can be accessed from the Centre for Enhancing Learning through Technology (CELT): http://celt.our.dmu.ac.uk/blackboard/
If you have any difficulties logging into any computer on campus, then you should contact the Help Desk located on the 1st floor of the Kimberlin Library. In addition, you might contact the ITMS helpline ( +44 (0)116 250 6050) or send an email to itmsservicedesk@dmu.ac.uk noting your name and degree programme).

13. Assessment Briefs

Entrepreneurship Project Structure – Assessment 1
Executive Summary – 1000 words

Entrepreneurship Project objectives
Problem / Opportunity Statement
Market / Industry summary
Competitor summary
Funding and Financial projection summary Main body of report – 6000 words

A full description of the entrepreneurship research activities:

Problem and Opportunity Landscape
Problem that the venture seeks to solve
Existing landscape of solutions
Stakeholder mapping

Solution
a). Idea or technology proposed
b). Business Model for product/service delivery
c). Market analysis and Segment structure d. Analysis of one, three, and five year customer base e. Prospect feedback
d). Pricing model
e). Competitor analysis

Direct / Indirect
Shifts in power and position

f). Portfolio (Product / Service) analysis

IP / technology / Patents

g). Marketing Strategy

1. Who are your customers?
2. What do they buy now?
3. Why do they buy?
4. What will make them buy from you?

h). Funding

1. Crowd funding
2. Incubators/Venture capital

i). Financial analysis

1. Cash flow
2. Schedule for investor returns

j). Skills requirements

1. Functional skills
2. Management skills

Conclusions – 1500 words

Draw conclusions arising from the project evaluation
Evaluate project viability

Recommendations – 1500 words

Future actions for potential investors
Further research required
Growth scenarios; three years, and five years

Appendices (not included in the word count)

References
3+ Tutor meeting record forms
Tables, graphs, data not used elsewhere in the report

All word counts are approximate, and are shown as a guide. This is an indicative structure which may alter depending on your topic.

Entrepreneurship Project Preparation

A well-researched business plan should demonstrate a thorough piece of quantitative or qualitative research and analysis. It shows commitment, perseverance, self-motivation, independent study, initiative and critical thinking; essential elements to establishing your competency in the future competitive world.
In preparation –

Establish the context, background and/or importance of the topic
Consider a problem, controversy or a commercial gap
Establish the applicability of the entrepreneurship research
List summary research questions
Be able to defend the significance or value of the idea

Consideration –
Could you present your Entrepreneurship Project to a group of venture capitalists, answer detailed questions, defend the idea and expect investment?
Formal Presentation – Assessment 2
After completing and submitting your written Entrepreneurship Project you are required to deliver a formal, 30 minute presentation to a group of simulated investors. This group will be a mixture of academics and business owners, and will have the commercial experience to judge, interpret, and investigate your Entrepreneurship Project proposal.
After the 30 minute presentation you are required to answer specific questions on areas of your proposal. This will require you to be fully equipped with the correct information, and familiar with the types of scrutinising questions that potential investors ask.
This process may be uncomfortable to some students but it is an absolute requirement in the commercial world, and will be a replication of the presentation and questioning that you would have both to venture capital investors and in a commercial boardroom situation.
You are therefore required to be dressed in a smart, business style, and present your information in Microsoft PowerPoint format.
The presentation date and time will be in the following two weeks after the submission date of 5th September 2019, at DMU premises. Students will receive a formal invitation to the presentation, stating the date, time and location.

14. Our engagement with you

The feedback that we receive from you is vital to the student experience. We gather this feedback through module and course surveys as well as via meetings and engagement with student representatives. Module and programme teams reflect on the comments that students provide and take action accordingly.

15. Guidelines for Ethical Research

Confidentiality
If you need to give an assurance of confidentiality to any respondents involved in questionnaires/interviewing you will need to provide a letter to the DMU Graduate Office confirming that the material is confidential, and we will return all your materials to you after you have been awarded your final result.
Research Ethics
Prior to undertaking any primary research in the project you must have approval from your tutor, by a signed Project Research Methods form.
Further Information
Attendance: Attendance and engagement in all learning activities is expected in all Faculty of Business and Law modules. For absences due to illness, lasting up to six consecutive calendar days, students must inform tutors, whose classes they are missing, of the reasons for their absence. For absences of seven consecutive days or more due to illness a medical certificate must be submitted to the Faculty Student Advice Centre. Student who wish the illness to be taken into account in relation to an assessment of work must follow the procedures relating to deferral.
Extensions: Extensions to relevant deadlines are only granted where there is a satisfactory explanation provided in advance. Module leaders may be able to grant a short extension of up to 14 days or they can, if appropriate or practical, make alternative arrangements for the assessment. Remember it may not always be possible to make alternative arrangements. In exceptional circumstances extensions beyond 14 days can be granted by the Associate Dean Academic or their nominee.
You may apply for an extension by completing an extension request form available from the Student Advice Centre.
Unauthorised late submission of assessments
If an assessment is submitted later than the deadline without an approved extension or deferral the mark received will be capped. If an assessment is submitted 1-14 calendar days late the mark for the work will be capped at the pass mark of 50 per cent for postgraduate modules. If an assessment is submitted beyond 14 calendar days late the work will receive a mark of zero per cent.
Deferrals
If your circumstances are such that an extension of 14 days would not be sufficient, or if you feel that, despite being granted an extension of up to 14 days, your performance in a piece of coursework has been seriously impaired, you may apply formally to your faculty panel for a deferral of assessment of coursework. You will have to fill in the appropriate form that is obtainable from the Faculty Student Advice Centre and supply supporting evidence. Forms should be submitted to the Faculty Student Advice Centre. Further information on the deferrals policy can be consulted at: http://dmu.ac.uk/dmu-students/the-student-gateway/academic- support-office/deferral-of-assessments.aspx
Style and Referencing: Students in the Faculty of Business and Law follow specific referencing guides for all written work. There are separate guidelines for Law students (https://libguides.library.dmu.ac.uk/law/referencing) and for students in the Leicester Castle Business School (https://libguides.library.dmu.ac.uk/business/referencing).
Law students follow the footnote referencing system: https://libguides.library.dmu.ac.uk/ld.php?content_id=26780459
Leicester Castle Business School students follow the Harvard referencing system: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf
Return of submitted work: All students will be informed via a Blackboard announcement when their assessment is marked. You are strongly encouraged to discuss your written or in some cases audio feedback with your module leader if you have any questions or concerns. Modules assessed wholly or in part by examination may have generic feedback on examination performance made available via Blackboard.
All marks on assessed work are provisional marks only and they will not be confirmed until the Assessment Board meets. Marks and feedback on assessed work will be available within 20 days. The turnaround time does not include weekends, bank holidays or university closure days
The full Assessment and Feedback policy can be consulted at: http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic- quality/learning-teaching-assessment/assessment-feedback-policy.aspx
Good academic conduct and discipline: All students are expected to adhere to the University’s regulations in relation to expected standards of behaviour.
Information on student regulations can be viewed at: http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/student-regulations.aspx

Plagiarism and bad academic practice

De Montfort University’s Academic Regulations describe plagiarism as:
“the significant use of other people’s work and the submission of it as though it were one’s own in assessed coursework (such as dissertations, essays, experiments etc)”.
This includes:

Copying from another student’s work
Copying text from sources such as books or journals without acknowledgement
Downloading information and/or text from the Internet and using it without acknowledgement
Submitting work which you claim to be your own when it has been produced by a group
Submitting group work without acknowledging all contributors.

De Montfort University describes bad academic practice as:
Low level duplication without citation for example errors made through carelessness or misunderstanding or
Passing off ideas, data or other information as if originally discovered by the student.
Information on academic offences can be found at: http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/academic-offences.aspx
Further advice on academic offences can be obtained by emailing acasupportoffice@dmu.ac.uk Full details can be found in the University regulations http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/student-regulations.aspx
Students are reminded that module assessment results are provisional until ratified by the programme management boards and that results released to students can be revised or redacted if there are concerns regarding academic practices.

Proofreading:

If you do use a third party to proof read your work or a professional proof reading service you must discuss this with your tutor and declare this in a written statement accompanying your work when you submit it for assessment.

Faculty of Business and Law Grade Descriptors

This is a guide to the criteria used by staff in the Faculty of Business and Law assigning a mark to a piece of postgraduate work. The final mark awarded to a piece of work will be informed by its predominant correspondence to these descriptors. The University generic descriptors as well as advice for students can be accessed at: http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic- quality/learning-teaching-assessment/mark-descriptors.aspx
Modules are marked on a range of 0-100%. Mark descriptors are given in the table below. A mark below 50% indicates a Fail grade (the shaded boxes).

Mark Range	Criteria
90-100% Distinction	Demonstrates an exceptional ability and insight, indicating the highest level of technical competence.The work has the potential to influence the forefront of the subject, and may be of publishable/exhibitable quality. Relevant generic skills are demonstrated at the highest possible standard.
80-89% Distinction	Demonstrates an outstanding ability and insight based on authoritative subject knowledge and a very high level of technical competence.The work is considered to be close to the forefront of the subject, and may be close to publishable/exhibitable quality. Relevant generic skills are demonstrated at a very high level.
70-79% Distinction	Demonstrates an authoritative, current subject knowledge and a high level of technical competence.The work is accurate and extensively supported by appropriate evidence. It may show some originality. Clear evidence of capacity to reflect critically and deal with ambiguity in the data. Relevant generic skills are demonstrated at a high level.
60-69% Merit	Demonstrates a sound, current subject knowledge. No significant errors in the application of concepts or appropriate techniques. May contain some minor flaws.The work is well developed and coherent; may show some originality. Clear evidence of capacity to reflect critically. Relevant generic skills are demonstrated at a good level.
50 – 59% Pass	Demonstrates satisfactory subject knowledge. Some evident weaknesses; possibly shown by conceptual gaps, or limited use of appropriate techniques.The work is generally sound but tends toward the factual or derivative. Limited evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.

45 -49% Marginal Fail	Demonstrates satisfactory subject knowledge to some degree. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.The work is generally sound but tends toward the factual or derivative. Little evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.
40-44%	Demonstrates limited core subject knowledge. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.The work lacks sound development. Little evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.
30-39%	Demonstrates inadequate subject knowledge.The work lacks coherence and evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.
20-29%	Demonstrates seriously inadequate knowledge of the subject.The work contains minimal evidence of awareness of relevant issues or theory. The quality of the relevant generic skills do not meet the requirements of the task.
10-19%	The work is almost entirely lacking in evidence of knowledge of the subject. No evidence of awareness of relevant issues or theory.The quality of the relevant generic skills do not meet the requirements of the task.
0-9%	The work presents information that is irrelevant and unconnected to the task.No evident awareness of appropriate principles, theories, evidence and techniques.

How we support you

Sometimes things happen that are beyond your control, for example, illness or personal problems. If things start to affect your studies, you need to let someone know. There are processes and people to help you.
Your personal tutor is an important starting point for help. He or she will be able to advise you about the various University procedures. Many things can be dealt with by your Programme Leader. Academic matters within the Faculty are led by the Associate Dean Academic in conjunction with Associate Professor Student Experience. The staff in the Student Advice Centre are there to provide support and guidance.
There are in addition a number of sources of help that are listed in the Useful Links and Contacts section below, such as the Student Gateway.
USEFUL LINKS AND CONTACTS
Careers Service
Website:    http://www.dmu.ac.uk/dmu-students/careers-and-employability/careers- and-employability.aspx
Counselling and Wellbeing
http://www.dmu.ac.uk/dmu-students/the-student-gateway/counselling-mental- health-and-wellbeing/counselling/counselling.aspx
Disability Advice and Support
Website:          http://www.dmu.ac.uk/dmu-students/the-student-gateway/disability- advice-and-support/disability-advice-and-support.aspx
The Student Gateway
http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-and-academic- services.aspx
Student Finance and Welfare
Website:           http://www.dmu.ac.uk/dmu-students/the-student-gateway/student- finance-and-welfare/student-finance-and-welfare.aspx
Student support
Website:         http://dmu.ac.uk/study/postgraduate-study/student-support/student- support.aspx
Students’ Union
Website: http://www.dmu.ac.uk/dmu-students/welcome-to-de-montfort-students- union/welcome-to-de-montfort-students-union.aspx
Student Advice Center
Website:       http://www.dmu.ac.uk/about-dmu/schools-and-departments/leicester- business-school/contact-us.aspx
Support for Mature Students
Website:    http://www.dmu.ac.uk/dmu-students/the-student-gateway/adjusting-to- student-life/mature-students.aspx
Other Services and Links
Academic Appeals
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/academic-appeals.aspx
Change in student circumstance (e.g. suspension of studies) – http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-finance-and- welfare/changes-affecting-finances/taking-a-break.aspx
Complaints Procedure
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support-office/student-complaints/student-complaints-procedure.aspx
Information Technology and Media Services (ITMS)
http://www.dmu.ac.uk/about-dmu/professional-services/information-technology- and-media-services/service-desk.aspx
Nightline
http://www.dmu.ac.uk/dmu-students/student-resources/it-and-media/24-hour- support.aspx
Student Code of Conduct
https://www.dmu.ac.uk/Documents/DMU-students/Academic-Support- Office/Student-Code-of-Conduct.pdf

Appendix 1 – Entrepreneurship Project proposal Form

Entrepreneurship Project Student
Last Name:	First Name:
DMU Email address:	Student no.

The Entrepreneurship Project

Title and Description:

Entrepreneurship Project Objectives:

Objective 1-

Tasks –

Objective 2 –

Tasks –

Objective 3 –

Tasks

Objective 4 –

Tasks

Appendix 2 – Entrepreneurship Project Meeting Record Form

Entrepreneurship Project Student
Last Name:	First Name:
Meeting date:	Meeting location:

Entrepreneurship Project Discussion and Agreement

Discussion topic 1- Tasks –
Discussion topic 2 – Tasks –

Discussion topic 3 – Tasks –

Discussion topic 4 – Tasks –

Appendix 3 – Ethics forms
These forms are regularly updated, please click on the link below to find the most up to date forms.
https://www.dmu.ac.uk/research/ethics-and-governance/faculty-specific- procedures/bal.aspx

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LCBS5031 – ENTREPRENEURSHIP PROJECT MANAGEMENT & MARKETING

July 23, 2020/in Posts /by admin

Faculty of Business and Law

Leicester Castle Business School

Our Mission	Our Vision	Our Values
To transform lives in our global community of students, staff and partners through outstanding education and researchTo go beyond business as usual by fostering creative, distinctive and pioneering solutions to real- world problems To promote the public good through critical analysis of the purpose of business and through active engagement in initiatives aimed at tackling business, social and community challenges	Through our unsurpassed commitment to the public good and Transformational scholarship, we will position ourselves as the definition of a 21st century global Business School	LEADERSHIP: Confidence and courage to shape a better futureINTEGRITY: Taking personal pride in our work CREATIVITY: Thinking beyond the usual and embracing ideas GLOBAL MINDEDNESS: Finding opportunities in our diversity COMMUNITY: Realising the purpose and power of business

MODULE OUTLINE

1. The teaching team

This module is led by William Murithi who has a broad knowledge of enterprise through academia and personal experience of establishing and growing businesses. Having been involved in Students in Free Enterprise Society (now Enactus) as well as run a business as a student, he is effectively placed to support and examine student business plans. His research interests are; Entrepreneurship, Strategy, strategic Entrepreneurship, Family Businesses, SMEs and Regional Development. Also students will be supervised or supported by experienced academic and professional staff within the enterprise team at the university.

2. Module aims

The Entrepreneurship Project assumes that students will have a thorough understanding of business research, analysis, and financial acumen to enable the construction and delivery of a comprehensive business idea. Studies from an undergraduate and postgraduate level should be used (where appropriate) to show a breadth of understanding to the areas required in the project, but also a depth of understanding in the entrepreneurial idea.
The Entrepreneurship Project does not require that the student already has a business or has studied a commercially based programme. Many students have strong creative ideas inspired by new opportunities, and the Entrepreneurship Project gives the student the time, and academic and commercial support, to develop and refine these ideas into a viable, structured, and comprehensive business plan.
Objectives and Learning Outcomes
By the end of this module students will:

Develop knowledge and practical experience of business plan creation.
Apply a range of management knowledge and skills to building a business.
Capacity for independent, self-managed work experience.
Presentation of the plan to mentors and academics.
Learn through reflection on practice and experience.

Skills	Introduced, Practiced, Assessed
Written communication	Introduced, Practiced, Assessed
Interpersonal communication	Introduced, Practiced, Assessed
Planning and organisation	Practiced, Assessed
Oral presentation	Introduced, Practiced, Assessed
Teamworking	Practiced
Adaptability	Introduced, Practiced, Assessed
Problem solving	Introduced, Practiced
Numeracy	Practiced, Assessed
Computer skills	Practiced, Assessed

6. How it’s going to be taught

This module is primarily driven by the student in a semi-independent manner. An overview of the timeline is shown below.

Action	Date
Entrepreneurship Project Mentor and Academic Tutor allocated	Late September/October
Students submit the Entrepreneurship Project Proposal form for consideration by the Module Leader	Late September/October
Entrepreneurial Project start	September/October
Continue Mentor and Tutor meetings	September – December
Submit project to University	9th January 2020
Entrepreneurship Project formal presentation	W/C 16 (PG) 13thJanuary 2020

The Faculty is committed to providing an equal learning experience for every DMU student through the use of Universal Design for Learning (UDL). Examples of the ways in which we do this include a focus on flexible ways of learning, providing flexible study resources such as by recording lectures, and by using a variety of assessment methods.

7. How this module relates to your programme of study

The skills and knowledge gained within previous modules should assist students in taking on the challenge of a semi-independent challenge, which is primarily driven by themselves.

8. How this module enhances your employ-ability

This module provides students the ability to understand business from the perspective of the founding entrepreneur, rather than simply as an employee. Therefore this should enhance employ-ability factor in future job applications, going into working within family businesses, or establishing a business of their own.
DMU has great ambitions for its students and alumni and we want you to have opportunities that match your ambitions. We offer a wide range of work experiences and now we want to make these even better.
#DMUworks is our fresh new programme to fit around what students, alumni and employers need, focusing on work experience opportunities that may be short, long, based in the UK or abroad – with options to suit different circumstances and aspirations. You can find out and sign up for #DMUworks, Innovation Centre and Enactus Society opportunities on MyGateway.
You can also find out further information about our projects by visiting the following webpage:https://www.dmu.ac.uk/dmu-students/careers-and-employability/careers-and-employability.aspx

9. Your responsibility

Students are expected to attend and participate in all timetabled activities, including lectures, seminars, workshops, and practical sessions. Students are also encouraged to fully participate in the academic and cultural life of the Faculty and University, including guest lectures, seminars, public debates and external visits.
As students, your responsibilities are:
Preparation: Complete the required readings before coming to each timetabled session on this module and to undertake the required follow-up work.
Participation: Participation in class is based on participation in class lecture/seminar, as well as group activities in class. To assist your engagement in class you should come prepared by writing down ideas, quotes, or concepts from the reading list that you find interesting as well as thought provoking. You should come prepared so that you can fully engage in class discussions and activities.
Respect: Throughout your studies it is important that you treat other students with respect as well as engaging in a respectful manner with academic staff. It is imperative that you listen to others and treat their contributions with respect, even if you disagree with them. In particular it is important that:

You are respectful of your peers’ learning and resist talking through seminars, workshops and lectures.
You do not answer your phone unless it is an emergency.
If you are late, then please take the first available seat and settle yourself as quietly as possible.

The student charter sets out commitments from the university to students, from students to the university, and from the Students’ Union to students. You can consult it at:
http://www.dmu.ac.uk/dmu-students/student-resources/student-charter/student- charter.aspx
The module teaching and assessment team will contribute to this environment by:

Treating all students with respect.
Welcoming diverse viewpoints, experiences, and interpretations of the class materials.
Challenging your thinking, beliefs, and analysis of issues, concepts, and ideas in this class.

10. Schedule

Action	Date
Introduction Entrepreneurship Project Mentor and Academic Tutor allocated	Late September/October 16th October
Entrepreneurial Project start	September/October
FaB Networking Session @Innovation Centerhttps://www.eventbrite.co.uk/e/fab-networking-with- findabiz-leicester-tickets-74087005227?aff=ebapi	29th October 201918:00 – 20:00 GMT
Students submit the Entrepreneurship Project Proposal form for consideration by the Module LeaderAnd submit a Gantt Chart with the proposal. Students to Submit A signed Business Proposal on Turnitin	Late September/October 8th of November 2019
Attend the Leicestershire Entrepreneurship Day 10:00 make booking though mygateway.dmu.ac.uk or https://lbf2019.ticketleap.com/leicestershire-entrepreneurship-day/dates/Nov-05-2019_at_1000AM	5th November 2019
Research Ethics application form (Signed copy)	15th of November 2019
Continue Mentor and Tutor meetings (at least 3 meetings) And at least one meeting with the Enterprise team- consult with Mr Simon Baines (sbaines@dmu.ac.uk ), Enterprise Project manager , book an appointment through mygateway Careers and Employability Appointments- self-employment, freelancing and setting up a business https://mygateway.dmu.ac.uk/s/careers-and- employability/appointments/app/ – /topic/14?siteId=7	September – December 2019
Submit Business Plan Project and PPT Presentation slides Via turnitin to University	9th January 2020
Entrepreneurship Project formal presentation	W/C 16 13th January 2020

11. Module Resource

Key Text:

Allen, K. R. (2016) Launching New Ventures: An Entrepreneurial Approach (7th Ed). Cengage

Additional Texts:

Burns, P. (2014) New Venture Creation. Basingstoke:
Stokes, & Wilson, N. (2010) Small Business Management and Entrepreneurship (6th Ed).
Hampshire:
Halloran, J. W. & Moorman, J. (2006) Successful Business Planning for Entrepreneurs.
Thomson, South Western.
Katz, J. and Green, R.P. (2013) Entrepreneurial Small Business. McGraw Hill Higher Education.
Leach, K. C. & Melicher, J. W. (2014) Entrepreneurial Finance (5e). Thomson South Western.
Legge, J. & Hindle, K. (2004) Entrepreneurship: Context, Vision and Planning. Palgrave MacMillan.
Ries, Eric (2011) The Lean Start-Up: How Constant Innovation Creates Radically Successful Businesses.
Cedar, Jonathan (2016) How One Start Up Developed a Sales Model that Works in Emerging Markets. Harvard Business Review (07 September).

Recommended texts on Business Research Methods

Quinlan Christina, Babin Barry, Carr Jon, Griffin Mitch, Zikmund William (2019) Business Research Methods, 2nd edition, Andover: Cengage Learning, ISBN: 1473760356, 9781473760356

12. Blackboard and module communications

Important information relating to this module can be found on Blackboard. This includes information on the module, lecture and seminar materials, all communications and announcements, as well as the procedure for submitting assignments via TurnitinUK.
You can access Blackboard by going to this link: https://vle.dmu.ac.uk
Login using the same username and password that you have for access to the University’s computer services.
Further information on Blackboard can be accessed from the Centre for Enhancing Learning through Technology (CELT): http://celt.our.dmu.ac.uk/blackboard/
If you have any difficulties logging into any computer on campus, then you should contact the Help Desk located on the 1st floor of the Kimberlin Library. In addition, you might contact the ITMS helpline ( +44 (0)116 250 6050) or send an email to itmsservicedesk@dmu.ac.uk noting your name and degree programme).

13. Assessment Briefs

Entrepreneurship Project Structure – Assessment 1
Executive Summary – 1000 words

Entrepreneurship Project objectives
Problem / Opportunity Statement
Market / Industry summary
Competitor summary
Funding and Financial projection summary Main body of report – 6000 words

A full description of the entrepreneurship research activities:

Problem and Opportunity Landscape
Problem that the venture seeks to solve
Existing landscape of solutions
Stakeholder mapping

Solution
a). Idea or technology proposed
b). Business Model for product/service delivery
c). Market analysis and Segment structure d. Analysis of one, three, and five year customer base e. Prospect feedback
d). Pricing model
e). Competitor analysis

Direct / Indirect
Shifts in power and position

f). Portfolio (Product / Service) analysis

IP / technology / Patents

g). Marketing Strategy

1. Who are your customers?
2. What do they buy now?
3. Why do they buy?
4. What will make them buy from you?

h). Funding

1. Crowd funding
2. Incubators/Venture capital

i). Financial analysis

1. Cash flow
2. Schedule for investor returns

j). Skills requirements

1. Functional skills
2. Management skills

Conclusions – 1500 words

Draw conclusions arising from the project evaluation
Evaluate project viability

Recommendations – 1500 words

Future actions for potential investors
Further research required
Growth scenarios; three years, and five years

Appendices (not included in the word count)

References
3+ Tutor meeting record forms
Tables, graphs, data not used elsewhere in the report

All word counts are approximate, and are shown as a guide. This is an indicative structure which may alter depending on your topic.

Entrepreneurship Project Preparation

A well-researched business plan should demonstrate a thorough piece of quantitative or qualitative research and analysis. It shows commitment, perseverance, self-motivation, independent study, initiative and critical thinking; essential elements to establishing your competency in the future competitive world.
In preparation –

Establish the context, background and/or importance of the topic
Consider a problem, controversy or a commercial gap
Establish the applicability of the entrepreneurship research
List summary research questions
Be able to defend the significance or value of the idea

Consideration –
Could you present your Entrepreneurship Project to a group of venture capitalists, answer detailed questions, defend the idea and expect investment?
Formal Presentation – Assessment 2
After completing and submitting your written Entrepreneurship Project you are required to deliver a formal, 30 minute presentation to a group of simulated investors. This group will be a mixture of academics and business owners, and will have the commercial experience to judge, interpret, and investigate your Entrepreneurship Project proposal.
After the 30 minute presentation you are required to answer specific questions on areas of your proposal. This will require you to be fully equipped with the correct information, and familiar with the types of scrutinising questions that potential investors ask.
This process may be uncomfortable to some students but it is an absolute requirement in the commercial world, and will be a replication of the presentation and questioning that you would have both to venture capital investors and in a commercial boardroom situation.
You are therefore required to be dressed in a smart, business style, and present your information in Microsoft PowerPoint format.
The presentation date and time will be in the following two weeks after the submission date of 5th September 2019, at DMU premises. Students will receive a formal invitation to the presentation, stating the date, time and location.

14. Our engagement with you

The feedback that we receive from you is vital to the student experience. We gather this feedback through module and course surveys as well as via meetings and engagement with student representatives. Module and programme teams reflect on the comments that students provide and take action accordingly.

15. Guidelines for Ethical Research

Confidentiality
If you need to give an assurance of confidentiality to any respondents involved in questionnaires/interviewing you will need to provide a letter to the DMU Graduate Office confirming that the material is confidential, and we will return all your materials to you after you have been awarded your final result.
Research Ethics
Prior to undertaking any primary research in the project you must have approval from your tutor, by a signed Project Research Methods form.
Further Information
Attendance: Attendance and engagement in all learning activities is expected in all Faculty of Business and Law modules. For absences due to illness, lasting up to six consecutive calendar days, students must inform tutors, whose classes they are missing, of the reasons for their absence. For absences of seven consecutive days or more due to illness a medical certificate must be submitted to the Faculty Student Advice Centre. Student who wish the illness to be taken into account in relation to an assessment of work must follow the procedures relating to deferral.
Extensions: Extensions to relevant deadlines are only granted where there is a satisfactory explanation provided in advance. Module leaders may be able to grant a short extension of up to 14 days or they can, if appropriate or practical, make alternative arrangements for the assessment. Remember it may not always be possible to make alternative arrangements. In exceptional circumstances extensions beyond 14 days can be granted by the Associate Dean Academic or their nominee.
You may apply for an extension by completing an extension request form available from the Student Advice Centre.
Unauthorised late submission of assessments
If an assessment is submitted later than the deadline without an approved extension or deferral the mark received will be capped. If an assessment is submitted 1-14 calendar days late the mark for the work will be capped at the pass mark of 50 per cent for postgraduate modules. If an assessment is submitted beyond 14 calendar days late the work will receive a mark of zero per cent.
Deferrals
If your circumstances are such that an extension of 14 days would not be sufficient, or if you feel that, despite being granted an extension of up to 14 days, your performance in a piece of coursework has been seriously impaired, you may apply formally to your faculty panel for a deferral of assessment of coursework. You will have to fill in the appropriate form that is obtainable from the Faculty Student Advice Centre and supply supporting evidence. Forms should be submitted to the Faculty Student Advice Centre. Further information on the deferrals policy can be consulted at: http://dmu.ac.uk/dmu-students/the-student-gateway/academic- support-office/deferral-of-assessments.aspx
Style and Referencing: Students in the Faculty of Business and Law follow specific referencing guides for all written work. There are separate guidelines for Law students (https://libguides.library.dmu.ac.uk/law/referencing) and for students in the Leicester Castle Business School (https://libguides.library.dmu.ac.uk/business/referencing).
Law students follow the footnote referencing system: https://libguides.library.dmu.ac.uk/ld.php?content_id=26780459
Leicester Castle Business School students follow the Harvard referencing system: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf
Return of submitted work: All students will be informed via a Blackboard announcement when their assessment is marked. You are strongly encouraged to discuss your written or in some cases audio feedback with your module leader if you have any questions or concerns. Modules assessed wholly or in part by examination may have generic feedback on examination performance made available via Blackboard.
All marks on assessed work are provisional marks only and they will not be confirmed until the Assessment Board meets. Marks and feedback on assessed work will be available within 20 days. The turnaround time does not include weekends, bank holidays or university closure days
The full Assessment and Feedback policy can be consulted at: http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic- quality/learning-teaching-assessment/assessment-feedback-policy.aspx
Good academic conduct and discipline: All students are expected to adhere to the University’s regulations in relation to expected standards of behaviour.
Information on student regulations can be viewed at: http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/student-regulations.aspx

Plagiarism and bad academic practice

De Montfort University’s Academic Regulations describe plagiarism as:
“the significant use of other people’s work and the submission of it as though it were one’s own in assessed coursework (such as dissertations, essays, experiments etc)”.
This includes:

Copying from another student’s work
Copying text from sources such as books or journals without acknowledgement
Downloading information and/or text from the Internet and using it without acknowledgement
Submitting work which you claim to be your own when it has been produced by a group
Submitting group work without acknowledging all contributors.

De Montfort University describes bad academic practice as:
Low level duplication without citation for example errors made through carelessness or misunderstanding or
Passing off ideas, data or other information as if originally discovered by the student.
Information on academic offences can be found at: http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/academic-offences.aspx
Further advice on academic offences can be obtained by emailing acasupportoffice@dmu.ac.uk Full details can be found in the University regulations http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/student-regulations.aspx
Students are reminded that module assessment results are provisional until ratified by the programme management boards and that results released to students can be revised or redacted if there are concerns regarding academic practices.

Proofreading:

If you do use a third party to proof read your work or a professional proof reading service you must discuss this with your tutor and declare this in a written statement accompanying your work when you submit it for assessment.

Faculty of Business and Law Grade Descriptors

This is a guide to the criteria used by staff in the Faculty of Business and Law assigning a mark to a piece of postgraduate work. The final mark awarded to a piece of work will be informed by its predominant correspondence to these descriptors. The University generic descriptors as well as advice for students can be accessed at: http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic- quality/learning-teaching-assessment/mark-descriptors.aspx
Modules are marked on a range of 0-100%. Mark descriptors are given in the table below. A mark below 50% indicates a Fail grade (the shaded boxes).

Mark Range	Criteria
90-100% Distinction	Demonstrates an exceptional ability and insight, indicating the highest level of technical competence.The work has the potential to influence the forefront of the subject, and may be of publishable/exhibitable quality. Relevant generic skills are demonstrated at the highest possible standard.
80-89% Distinction	Demonstrates an outstanding ability and insight based on authoritative subject knowledge and a very high level of technical competence.The work is considered to be close to the forefront of the subject, and may be close to publishable/exhibitable quality. Relevant generic skills are demonstrated at a very high level.
70-79% Distinction	Demonstrates an authoritative, current subject knowledge and a high level of technical competence.The work is accurate and extensively supported by appropriate evidence. It may show some originality. Clear evidence of capacity to reflect critically and deal with ambiguity in the data. Relevant generic skills are demonstrated at a high level.
60-69% Merit	Demonstrates a sound, current subject knowledge. No significant errors in the application of concepts or appropriate techniques. May contain some minor flaws.The work is well developed and coherent; may show some originality. Clear evidence of capacity to reflect critically. Relevant generic skills are demonstrated at a good level.
50 – 59% Pass	Demonstrates satisfactory subject knowledge. Some evident weaknesses; possibly shown by conceptual gaps, or limited use of appropriate techniques.The work is generally sound but tends toward the factual or derivative. Limited evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.

45 -49% Marginal Fail	Demonstrates satisfactory subject knowledge to some degree. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.The work is generally sound but tends toward the factual or derivative. Little evidence of capacity to reflect critically. Relevant generic skills are generally at a satisfactory level.
40-44%	Demonstrates limited core subject knowledge. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.The work lacks sound development. Little evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.
30-39%	Demonstrates inadequate subject knowledge.The work lacks coherence and evidence of capacity to reflect critically. The quality of the relevant generic skills do not meet the requirements of the task.
20-29%	Demonstrates seriously inadequate knowledge of the subject.The work contains minimal evidence of awareness of relevant issues or theory. The quality of the relevant generic skills do not meet the requirements of the task.
10-19%	The work is almost entirely lacking in evidence of knowledge of the subject. No evidence of awareness of relevant issues or theory.The quality of the relevant generic skills do not meet the requirements of the task.
0-9%	The work presents information that is irrelevant and unconnected to the task.No evident awareness of appropriate principles, theories, evidence and techniques.

How we support you

Sometimes things happen that are beyond your control, for example, illness or personal problems. If things start to affect your studies, you need to let someone know. There are processes and people to help you.
Your personal tutor is an important starting point for help. He or she will be able to advise you about the various University procedures. Many things can be dealt with by your Programme Leader. Academic matters within the Faculty are led by the Associate Dean Academic in conjunction with Associate Professor Student Experience. The staff in the Student Advice Centre are there to provide support and guidance.
There are in addition a number of sources of help that are listed in the Useful Links and Contacts section below, such as the Student Gateway.
USEFUL LINKS AND CONTACTS
Careers Service
Website:    http://www.dmu.ac.uk/dmu-students/careers-and-employability/careers- and-employability.aspx
Counselling and Wellbeing
http://www.dmu.ac.uk/dmu-students/the-student-gateway/counselling-mental- health-and-wellbeing/counselling/counselling.aspx
Disability Advice and Support
Website:          http://www.dmu.ac.uk/dmu-students/the-student-gateway/disability- advice-and-support/disability-advice-and-support.aspx
The Student Gateway
http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-and-academic- services.aspx
Student Finance and Welfare
Website:           http://www.dmu.ac.uk/dmu-students/the-student-gateway/student- finance-and-welfare/student-finance-and-welfare.aspx
Student support
Website:         http://dmu.ac.uk/study/postgraduate-study/student-support/student- support.aspx
Students’ Union
Website: http://www.dmu.ac.uk/dmu-students/welcome-to-de-montfort-students- union/welcome-to-de-montfort-students-union.aspx
Student Advice Center
Website:       http://www.dmu.ac.uk/about-dmu/schools-and-departments/leicester- business-school/contact-us.aspx
Support for Mature Students
Website:    http://www.dmu.ac.uk/dmu-students/the-student-gateway/adjusting-to- student-life/mature-students.aspx
Other Services and Links
Academic Appeals
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support- office/academic-appeals.aspx
Change in student circumstance (e.g. suspension of studies) – http://www.dmu.ac.uk/dmu-students/the-student-gateway/student-finance-and- welfare/changes-affecting-finances/taking-a-break.aspx
Complaints Procedure
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support-office/student-complaints/student-complaints-procedure.aspx
Information Technology and Media Services (ITMS)
http://www.dmu.ac.uk/about-dmu/professional-services/information-technology- and-media-services/service-desk.aspx
Nightline
http://www.dmu.ac.uk/dmu-students/student-resources/it-and-media/24-hour- support.aspx
Student Code of Conduct
https://www.dmu.ac.uk/Documents/DMU-students/Academic-Support- Office/Student-Code-of-Conduct.pdf

Appendix 1 – Entrepreneurship Project proposal Form

Entrepreneurship Project Student
Last Name:	First Name:
DMU Email address:	Student no.

The Entrepreneurship Project

Title and Description:

Entrepreneurship Project Objectives:

Objective 1-

Tasks –

Objective 2 –

Tasks –

Objective 3 –

Tasks

Objective 4 –

Tasks

Appendix 2 – Entrepreneurship Project Meeting Record Form

Entrepreneurship Project Student
Last Name:	First Name:
Meeting date:	Meeting location:

Entrepreneurship Project Discussion and Agreement

Discussion topic 1- Tasks –
Discussion topic 2 – Tasks –

Discussion topic 3 – Tasks –

Discussion topic 4 – Tasks –

Appendix 3 – Ethics forms
These forms are regularly updated, please click on the link below to find the most up to date forms.
https://www.dmu.ac.uk/research/ethics-and-governance/faculty-specific- procedures/bal.aspx

NETFLIX IN INDIA: THE WAY AHEAD

Case Studies and Report Writing

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Assessment Task 1: Develop Recruitment, Selection And Induction Documents Project

Assessment Task 2: Recruitment and Selection Project

Assessment Task 3: Induction Project

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Faculty of Business and Law

MODULE OUTLINE

1. The teaching team

2. Module aims

6. How it’s going to be taught

7. How this module relates to your programme of study

8. How this module enhances your employ-ability

9. Your responsibility

10. Schedule

11. Module Resource

12. Blackboard and module communications

13. Assessment Briefs

Entrepreneurship Project Preparation

14. Our engagement with you

15. Guidelines for Ethical Research

Plagiarism and bad academic practice

Proofreading:

Faculty of Business and Law Grade Descriptors

How we support you

Appendix 1 – Entrepreneurship Project proposal Form

Looking for a Similar Assignment? Order now and Get 10% Discount! Use Coupon Code "Newclient"

Share this:

Like this:

Faculty of Business and Law

MODULE OUTLINE

1. The teaching team

2. Module aims

6. How it’s going to be taught

7. How this module relates to your programme of study

8. How this module enhances your employ-ability

9. Your responsibility

10. Schedule

11. Module Resource

12. Blackboard and module communications

13. Assessment Briefs

Entrepreneurship Project Preparation

14. Our engagement with you

15. Guidelines for Ethical Research

Plagiarism and bad academic practice

Proofreading:

Faculty of Business and Law Grade Descriptors

How we support you

Appendix 1 – Entrepreneurship Project proposal Form

Looking for a Similar Assignment? Order now and Get 10% Discount! Use Coupon Code "Newclient"

Share this:

Like this:

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