University of Huddersfield
ASSESSMENT: < Individual presentation of business plan and reflections >
Subject to confirmation of External Examiner
| Module Code: | BMO0115 |
| Module Title: | Launch a Venture |
| Assessment Type (Initial/ Resit) | Individual presentation of business plan and reflections – 15 minutes presentation followed by Q &A. 30% of total. |
| Academic Year | 2021/22 Term 3 |
| Assessment Task |
| Task: Individual presentation of business plan and reflections – 15 minutes presentation following by 5 to 10 minutes Q &A. 30% of total |
| Task specific guidance: You will be required to present your business plan and reflections to a panel. Your presentation should draw on elements of your new venture proposal and action plan and include: The intended innovation or new business model or innovative business idea Value proposition: Why would customers select this product/idea over competitors? Arguments and research supporting the desirability, feasibility, and economic viability of your business idea. Business model: Is the business model operational feasible and financially attractive? Competitive analysis: What is your competitive advantage? Marketing strategy: How would customers be reached? Risk analysis: Consideration of major and relevant business risks Ethics, sustainability, and responsibility: Consideration of how your business venture approaches sustainability and responsible behaviour, and how your approach to research upholds ESR Your presentation should be supported with research and literature which has been used in your Individual new venture proposal and action plan. Your presentation should draw on academic literature and models (e.g., the Business model canvas, STEEPLE) to support your arguments. You should also draw on any primary/secondary research you have conducted. You should be reflective throughout your presentation and must end with final reflections on lessons you have learnt through the process in relation to your entrepreneurial mindset. The presentation itself should be: 15 minutes in length Visually appealing and attractive to the audience Engaging for the panel (markers) Wish to leave a lasting impact on the panel (markers) Final slide should be a reference list, but use citations on slides throughout presentation Remember, you are not expected to launch this venture as part of this module. This is a proposal and summary of a business plan and research. In addition, you are advised to: Seek ongoing support and guidance through the supervision process. Read widely from textbooks, journals, and authoritative commentaries in forming your views. Pay close attention to the Assessment Criteria at the end of this document – these are criteria specific to the requirements of this assignment and will be used to inform feedback on your marked assignment. Do not exceed the time limit. |
| General study guidance: Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list. Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style. For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link: APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/ The University has regulations relating to academic misconduct, including plagiarism. The Learning Innovation and Development Centre can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct. You can contact them at busstudenthub@hud.ac.uk. If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Learning Innovation Development Centre team busstudenthub@hud.ac.uk. It is possible to arrange 1:1 consultation with a LIDC tutor once you have planned or written a section of your work, so that they can advise you on areas to develop. Do not exceed the time limit. |
| Assessment criteria |
| The Assessment Criteria are shown the end of this document. Your supervisor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study. These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria. The Learning Innovation Development Centre can help you to understand and use the assessment criteria. To book an appointment, either visit them on The Street in the Charles Sikes Building or email them on busstudenthub@hud.ac.uk |
| Learning Outcomes | |
| This section is for information only. The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work. On completion of this module, students will need to demonstrate: Knowledge and Understanding Critically analyse and evaluate the key stages involved in starting a new venture / or engaging in new business development Appreciate entrepreneurship and entrepreneurial learning from a practice perspective Analyse self in relation to the entrepreneurial mindset. Evaluate principles of ethics, sustainability and responsibility in the context of their own work and justify the approach adopted Ability Express and justify an individual perspective in the field of entrepreneurship as practice and entrepreneurial learning taking into account related ethical issues. Act autonomously to develop, conceptualise a new venture or business development proposal Communicate complex information appropriately using live case study Analyse and evaluate experiences, through case study, for the purpose of generating key learning points and recommendations for business development. Please note these learning outcomes are not additional questions. | |
| Submission information | |
| Word Limit: | 15 minutes presentation followed by 5 to 10 minutes Q&A. |
| Submission Date: | For September 2021 intake: the slides/PowerPoint should be submitted by Friday 2/09/2022 Actual presentations would take place w/c 12/09/2022 For January 2022 intake: the slides/PowerPoint should be submitted by Friday 13/01/2023 (TBC) Actual presentations would take place w/c 23/01/2023 (TBC) |
| Feedback Date: | For September 2021 intake: After CAB For January 2022 intake: After CAB |
| Submission Time: | 15.00 |
| Submission Method: | Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact: busvle@hud.ac.uk |
| Tutor Reassessment | No. |
| Anonymous Marking | No |
Appendix 1 PGT Assessment Criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the module. The higher-level categories allow for students who, in addition to fulfilling the basic requirement, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
PGT Generic Assessment Criteria
| Unacceptable | Unsatisfactory | Pass | Merit | Distinction | |||||
| 0 – 9 | 10-19 | 20-34 | 35-49 | 50-59 | 60-69 | 70-79 | 80-89 | 90-100 | |
| Fulfilment of relevant learning outcomes | Not met or minimal | Not met or minimal | Not met or partially met | Not met or partially met | Pass | Pass | Pass | Pass | Pass |
| Response to the question /task | No response | Little response | Insufficient response | Adequate response, but with limitations | Adequate response | Secure response to assessment task | Very good response to topic; elements of sophistication | Clear command of assessment task; sophisticated approach | Full command of assessment task; imaginative approach demonstrating flair and creativity |
PGT Generic Assessment Criteria
| Unacceptable A superficial answer with only peripheral knowledge of core material and very little critical ability | Unsatisfactory Some knowledge of core material but limited. | Pass A coherent and logical answer which shows understanding of the basic principles | Merit A coherent answer that demonstrates critical evaluation | Distinction An exceptional answer that reflects outstanding knowledge of material and critical ability | |||||
| 0-9 | 10-19 | 20-34 | 35-49 | 50-59 | 60-69 | 70-79 | 80-89 | 90-100 | |
| Conceptual and critical understanding of contemporary / seminal knowledge in the subject | Entirely lacking in evidence of knowledge and understanding | Typically, only able to deal with terminology, basic facts and concepts | Knowledge of concepts falls short of prescribed range Typically only able to deal with terminology, basic facts and concepts | Marginally insufficient. Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment | A systematic understanding of knowledge; critical awareness of current problems and/or new insights; can evaluate critically current research and can evaluate methodologies | Approaching excellence in some areas with evidence of the potential to undertake Research. Well-developed relevant argument, good degree of accuracy and technical competence | Excellent. Displays (for example): high levels of accuracy; evidence of the potential to undertake research; the ability to analyse primary sources critically. | Insightful. Displays (for example): excellent research potential; flexibility of thought; possibly of publishable quality. | Striking and insightful. Displays (for example): publishable quality; outstanding research potential; originality and independent thought; ability to make informed judgements. |
| Depth of Reflection | Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. | Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. | Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. | Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment. | Response demonstrates reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are generally supported. Some relevant examples, when applicable, are provided. | Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable | In-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformation of personal insight. Some evidence of reflexivity and self-development. Well supported by clear, detailed examples as applicable. | In-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformation of personal insight. Evidence of reflexivity and self-development. Well supported by clear, detailed examples as applicable. | In-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformation of personal insight. Substantial evidence of reflexivity and self-development. Well supported by clear, detailed examples as applicable. |
| Innovation | Lacking evidence of having addressed the issue of innovative solutions | Lacking evidence of the provision of any innovative solutions | Lacking evidence of the provision of any feasible innovative solutions | Minimal Evidence of the provision of innovative solutions | Evidence of the provision of innovative solutions | Evidence of the provision of innovative solutions which demonstrate assessment of situation and effectiveness of solutions | Evidence of the provision of innovative solutions which demonstrate assessment of situation and effectiveness of solutions | Extensive evidence of the provision of imaginative innovative solutions which demonstrate assessment of situation and critical evaluation of effectiveness of solutions | Extensive evidence of the provision of imaginative innovative solutions which demonstrate full assessment of situation and critical evaluation of effectiveness of solutions |
| Self-development planning | No evidence of self-development being considered | Self-development mentioned but no evidence of any planning | Self-development mentioned and some evidence of planning | Evidence of self-development planning and enacting | Evidence of self-development planning and enacting with support. | Self-development planning and enacting with critical support. | Self-development programme developed and enacted with critical support. | Innovative self-development programme developed and enacted with critical support. | Innovative self-development programme developed and enacted enacting with detailed critical support. |
| Oral Communication (monologue) Inc organisation, supporting material and delivery | Barely comprehensible, no connection to context. | Completely inadequate, Significant lack of clarity, inconsistent, indifferent to context | Barely organised, Significant lack of clarity, inconsistent, minimal connection to context | Poorly organised, lacking some clarity, little tailoring to context. Some significant inadequacies, weak expression with some systematic errors . | Acceptably organised, generally clear, some tailoring to context. Some flaws in expression, some systematic errors of expression. Generally engages audience. | Well organised and clear, appropriately tailored to context. Fluent expression with articulate delivery. Generally engages audience. | Very well organised and very persuasive, effectively tailored to context. Lively, articulate, persuasive delivery. Engages audience throughout. | Extremely well organised, extremely persuasive, very effectively tailored to context. Very lively, eloquent, extremely persuasive delivery. Engages audience throughout. | Original and creative. Exceptionally well organised, highly persuasive, sophisticated, superbly tailored to context. Exceptionally lively and persuasive, highly eloquent . Engages audience throughout. |
| Ethics, sustainability & Responsibility (professional practice) | Not considered or no relevance | Consideration at a superficial level with minimal relevance shown to professional practice. | Considered with relevant solutions identified but no detail relevant to professional practice. | Considered with relevant solutions identified but little detail relevant to professional practice. | Considered with relevant solutions identified and adequate detail relevant to professional practice. | Wide consideration relevant solutions identified and appropriate detail relevant to professional practice. | Full consideration of implications for professional practice with range of solutions discussed in detail. | Full consideration of implications for professional practice with extensive range of solutions discussed in detail. | Full consideration of implications for professional practice with full range of solutions discussed in detail. |
Huddersfield Business School
BMO0115 Launch A Venture Feedback Sheet (Assignment 2)
| Student Name | |
| Marker’s name | |
| Specific criteria | Comments and justified grades |
| Conceptual and critical understanding of contemporary / seminal knowledge in the subject | |
| Depth of Reflection | |
| Innovation | |
| Self-development planning | |
| Oral Communication (monologue) Inc organisation, supporting material and delivery | |
| Ethics, sustainability & Responsibility (professional practice) | |
| Grade |
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