Assignment Brief
UNIT CODE: BME4001
UNIT TITLE: BUSINESS INNOVATION and ENTRPRENEURIAL MINDSET
COHORT: OCT2024
Assignment Type Group REPORT and PRESENTATION
Type of Submission • Report in MS Word or pdf
• PowerPoint Presentation – 10 minutes (oral)
Word/Slide Count 1,000 words and 10 -15 slides
Component 1
Weighting 100%
Submission Date SUNDAY FEBRURAY 9, 2025, 5:00 PM
Date of Feedback to Students Within 20 working days after the submission date
Where feedback can be found Canvas
Anchor Skills Commercial awareness, critical thinking, financial creativity, entrepreneurial, communication, team working, accounting and financial management
Table of Content
Assessment Details……………………………………………………………………………………………………………….. 3
Detailed Description of the Assessment……………………………………………………………………………………3
Assessment Criteria……………………………………………………………………………………………………………….4
Submission and Assignment Instructions………………………………………………………………………………….4
Addition Instructions…………………………………………………………………………………………………….5
Additional Assessment Requirements & Information………………………………………………………………….6
Assessment Marking Descriptors…………………………………………………………………………………………….8
Mitigating Circumstances……………………………………………………………………………………………………..13
Academic Misconduct…………………………………………………………………………………………………………. 13
Artificial Intelligence (e.g. Chat GPT)………………………………………………………………………………………14
Marking and Feedback………………………………………………………………………………………………………… 15
Assessment Details
Assessment Component Weighting (%) Typical
Indicative
Assessment tasks Assessment Type Word Count Approx word count where applicable
Component 1
100%
Entrepreneurial Group Report and Group Oral Assessment and
Presentation
Project Output
1000 words + 10-minute oral presentation supported by appropriate slides and speaker notes
(10-15)
Detailed Description of the Assessment
In the business world and entrepreneurship, addressing societal challenges and developing innovative ideas are key to creating impactful solutions. This project challenges you to identify a real-world problem within your local community, local businesses, or even your country of origin, and propose a creative solution that leverages either a conventional business model or a social enterprise model.
Your solution must not only address the identified problem but also align with broader sustainability issues and consider the United Nations Sustainable Development Goals (UN SDGs). This alignment is essential, as the UN SDGs represent a global agenda that every country is striving to achieve, including responsible business practices, environmental sustainability, and social equity.
You are expected to work in a group of no less than 3 members and no more than 5 members to research, assess, and find issues within your community, businesses, or any context that you have encountered or experienced. After identifying the problem, your group needs to propose a viable solution that can be implemented through either a conventional business or a social enterprise model.
The final output will consist of a detailed business plan (report) and a 10 minute PowerPoint presentation that summarizes your proposed solution.
The group size cannot be less than 3 or more than 5 participants.
Assignment Structure
1. Group Report (70%)
Your group report should be structured as a comprehensive business plan that covers the following sections:
1.1. Introduction (Importance of Professional Development and Context Setting)
• Start by explaining the importance of professional development for entrepreneurs and how it relates to solving real-world problems.
• Set the context for your business or social enterprise by highlighting why identifying market gaps and addressing societal issues is critical for entrepreneurship.
1.2. Problem Identification and Analysis
• Clearly describe a problem or gap that exists within your chosen context (community, local business, or country).
• Use data, evidence, and real-world observations to support your findings.
• Explain the implications of this problem, who it affects, and why it needs to be resolved.
1.3. Solution Development and Business Model
• Propose a creative solution to the identified problem, highlighting its unique elements.
• Explain whether your solution is a product, service, or a combination of both.
• Choose between a conventional business model or a social enterprise model to implement your solution. Justify your choice.
• Evaluate the use of the UN SDGs and outline how your business addresses at least two SDGs to support sustainable development.
1.4. Market Research and Feasibility
• Conduct market research to validate your solution. Identify target customers, their needs, and willingness to pay for your solution.
• Include an analysis of the market gap and how your solution bridges this gap.
1.5. Business Model Development and Innovation
• Present your business model using frameworks like the Business Model Canvas.
• Explain your value proposition and competitive advantage.
• Highlight innovative elements of your solution that differentiate it from existing offerings in the market.
1.6. Social Impact and Environmental Considerations
• Discuss the social impact of your solution, including how it benefits the community, promotes inclusivity, or enhances quality of life.
• Address any environmental considerations, such as sustainable sourcing, waste reduction, and eco-friendly practices.
• Show how your solution adheres to responsible business practices.
1.7. Financial Projections and Feasibility Analysis
• Provide a detailed breakdown of start-up costs, operational expenses, and projected revenue.
• Include profitability forecasts and Return on Investment (ROI) expectations.
• Analyse potential financial risks and explain how you will ensure the business remains sustainable and profitable.
1.8. Project Management and Entrepreneurial Skills
• Reflect on the project management skills you and your group have learned and applied throughout this project.
• Include details on team collaboration, time management, and decisionmaking processes used to complete this project.
1.9. Risk Assessment and Entrepreneurial Challenges
• Identify potential business risks and entrepreneurial hurdles, such as resource limitations, competition, or legal challenges.
• Discuss strategies to mitigate these risks and ensure the venture’s long-term success.
1.10. Conclusion
• Summarize the problem, solution, and key business strategies.
• Conclude with a statement on why your proposed business is viable, innovative, and impactful.
1.11. References and Appendix
• Include a comprehensive list of references used in the report.
• Provide supporting materials such as frameworks, diagrams, and evidence in the Appendix.
2. Oral Presentation (30%)
Prepare a 10 minute PowerPoint presentation to deliver the key elements of your business proposal. The presentation should include:
• Slide 1: Title Slide – Include the project title, group members’ names, and date.
• Slide 2: Introduction – Present the context and the problem identified.
• Slide 3: Problem Analysis – Use data and evidence to explain the significance of the problem.
• Slide 4: Proposed Solution – Summarise the solution, highlighting its unique and innovative features.
• Slide 5: Business Model – Explain the chosen business model and how it aligns with your goals.
• Slide 6: Market Research – Present findings from your research, including target customers and market needs.
• Slide 7: Social Impact and UN SDGs – Explain how your solution aligns with the UN SDGs and creates a positive social impact.
• Slide 8: Financial Projections – Highlight key financial metrics, including revenue, profit, and ROI.
• Slide 9: Risks and Challenges – Discuss potential risks and strategies to overcome them.
• Slide 10: Conclusion – Summarise why your business is viable and impactful.
Submission Details
• The group report should be submitted as a Word or PDF document and include the PowerPoint slides as part of the final submission.
• The PowerPoint slides should be merged with the report as one document and uploaded on Canvas by the submission deadline.
• The oral presentation will be delivered either in class or via Microsoft Teams, depending on the group’s preference and with approval from your lecturer. All presentations will be recorded.
• The presentations will be scheduled before the submission deadline, and the timing will depend on the number of groups in your class. Presentations will be conducted during weeks 25 to 28. Your lecturer will divide the available presentation slots among the groups, ensuring each group has adequate time to present.
• Please ensure you are available during these weeks for your group’s assigned presentation slot.
• You will submit at the end of term 3 by the abovementioned deadline.
Key Considerations:
• Your solution should be innovative and sustainable.
• Consider market trends and consumer behaviour when defining your business model.
• Ensure your business aligns with at least two UN SDGs.
• Collaborate effectively and make use of each team member’s strengths to produce a comprehensive and engaging project.
Marking Scheme and Criteria
1. Group Report (70%) o Problem Analysis and Creative Solution (20%) o Business Model and Market Research (15%) o Social Impact and Alignment with SDGs (10%) o Financial Feasibility and Risk Management (10%) o Clarity, Structure, and Presentation of Report (5%)
2. Oral Presentation (30%) o Clarity and Visual Appeal (10%) o Creative Solution and Business Model (10%) o Market Research and Financial Projections (10%)
Assessment Criteria
CRITERIA LEARNING OUTCOME
Knowledge of:
Business theories and business planning
LO1 – Explore and illustrate the range of venture types that can be considered entrepreneurial.
Understanding through application of:
Use of research skills, problem solving through ideas generation techniques and explanation of solutions LO2 – Determine and assess the key characteristics and aspects of an entrepreneurial mindset.
Application of appropriate business theories to develop a business plan
Technical professional and applied skills:
Presentation of appropriately designed slides, that support the oral presentation of the business idea.
Reflection on the decisions made within the project that contributed to final outcomes.
LO3 – Examine the different environments that foster or hinder entrepreneurship.
Submission and Assignment Instructions
• You must submit your Word Document by 5:00pm on Sunday June 7th, 2025 on CANVAS. The submission link will be opened at least (2) two weeks before the deadline date.
• This assignment is a group assignment where you will reflect on your decisions, actions, thoughts and professional development, throughout your group work within this module.
• This assignment is designed for you to reflect as you progress through the module. You should be prepared to demonstrate your progression by completing the weekly reflective journal template for your tutors to assess during your weekly seminar sessions.
• You must complete and submit a GROUP Report of 1,000 words on the development of your professional skills throughout the project/module. The source material for this will be your Reflective Journal, which you will complete periodically in seminar sessions throughout the module.
Addition Instructions
• You must use Microsoft Word to complete the weekly reflective journal to be included in the GROUP report.
• The group report should have a cover page, that has the title of the module, and Component 1 and the names and ID numbers of the respective group members.
• After the cover page, you should have a table of content that reflect your numbered headings throughout.
• For the main body of the report all text (excluding headings) should be black Calibri or Arial font style, size 12 with 1.5 line spacing. Headings should be larger and may be black or blue.
• Short references (author, date) should be included in the text of your report for specific pieces of information or arguments. Direct citations need to be placed in quotation marks. The full details of your references should be listed on the last page of your report, using Harvard referencing style. You should endeavour to avoid plagiarism (see the information about avoiding plagiarism at the end of this brief).
• Your MUST have an Appendix with evidence of your activities throughout the module, where you have developed your professional skills, including evidence of your Reflective Journal.
Additional Assessment Requirements & Information
1. All assignments should be submitted through Turnitin. If you file will not upload please ensure it is the correct size and if not you must contact the Admin Team ([email protected]) BEFORE the assignment Deadline.
2. Turnitin will review the assignment for levels of plagiarism and this will be reviewed by Academic Staff when marking. Students who have been deemed as committing at academic offense including plagiarism or collusion will be subject to the Academic Misconduct policy.
3. Any work submitted after the deadline will be classed as a non-submission unless you have approved mitigating circumstances (see section).
4. All assignments will be given a mark out of 100. A pass mark will be 40 or above.
5. Students who fail their first attempt will be offered a resit attempt where the mark of the assignment will be capped at 40% at the Board of Examiners.
Assessment Marking Descriptors
The assignment is marked in line with the Assessment Criteria outlined in the said table on page 4 and against these marking descriptors which outline the requirements for each grade banding.
EXPERIMENTATION & INNOVATION
FAIL P ASS
Threshold Criteria 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%
Knowledge of the Little to no Low knowledge of the Competent Satisfactory Good knowledge and Very good knowledge Excellent knowledge Exceptional
underlying concepts, knowledge of the underlying concepts, knowledge of the knowledge of the understanding of and understanding of of underlying and knowledge of
practices and underlying concepts, practical methods underlying concepts, underlying concepts, underlying concepts, concepts, practical secondary concepts underlying and
principles associated practical methods and principles of the practical methods practical methods practical methods methods and and practical secondary concepts
with their area of and principles of the area of study. and principles which and principles, if and principles principles methods and a and practical
study. area of study. is sufficient to deal of sometimes balanced showing critical significantly beyond sophisticated methods, and a
the area of study towards the insight what has been understanding, sophisticated
descriptive rather taught. significantly beyond understanding,
than the critical or the threshold significantly beyond
analytical. expectation at this the threshold
MARKING CRITERIA
Section/ element Allocated Marks
Knowledge and understanding 30%
Application of concepts and principles to task 30%
Analysis 30%
Effectiveness of communication 10%
YEAR1 LEVEL 4 GRADE DESCRIPTOR
RESEARCH & ANALYSIS
FAIL PASS
Threshold Criteria 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%
Shows an ability to evaluate and interpret underlying concepts within the context of the area of study Little to no evidence of ability to evaluate or interpret underlying concepts to support the area of study Low evidence of ability to evaluate or interpret underlying concepts to support the area of study Competent ability to evaluate or interpret underlying concepts and displays the ability to extract relevant points. Satisfactory ability to evaluate or interpret underlying concepts using established techniques accurately and can critically appraise academic sources. Good ability to evaluate or interpret underlying concepts using established techniques accurately and can critically evaluate academic sources. Very good ability to evaluate or interpret range of concepts using established techniques accurately and possesses a well- developed ability to critically evaluate a wide range of sources. Excellent ability to evaluate or interpret wide range concepts using established techniques accurately and possesses a well- developed ability to critically evaluate a wide range of sources. Exceptional ability to evaluate a range of concepts using established techniques accurately well beyond the usual range, together with critical evaluation, to advance work or direct arguments.
Ability to present, Little to no argument Low level argument Competent Satisfactory argument Good coherent, Very good coherent Excellent argument Exceptional argument
level (including expectation at this
awareness of ethical level and beyond
issues and what has been taught
sustainability where (including awareness
appropriate).
of ethical issues and sustainability where appropriate).
Evaluate the Little to no ability to Low ability to solve Competent ability to Satisfactory ability to Good problem- Very good problem- Excellent problem- Exceptional problem-
appropriateness of solve problems problems and/or solve problems solve complex solving skills, solving skills with solving skills with solving skills with
different
approaches and/or make make decisions but related to their area problems, and selecting and clear evaluation and clear evaluation and sophisticated
to solving problems decisions. with significant of study by applying a applying and testing a justifying their use of application of application of evaluation, selection
related to their area limitations. range of methods. range of appropriate a wide-range of appropriate methods methods and application of
of study or work
methods and evaluating their use. methods.
methods.
ENGAGING WITH PRACTICE
F AIL P ASS
Threshold Criteria 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%
Appropriate Little to no technical, Low technical, Competent technical, Satisfactory technical, Good command of Very good technical, Excellent technical, Exceptional technical,
technical, creative or creative or artistic creative or artistic creative or artistic creative or artistic highly-developed creative and/or creative and/or creative and/or
artistic skills related skills in most, or key, skills related to their skills required for skills required for technical, creative artistic skills and artistic skills artistic skills
to their area of study areas area of study. area of study. area of study. and/or artistic skills finesse in their
evaluate and interpret qualitative and quantitative information, in order to develop lines of argument. and explanations are difficult to understand and are not supported by qualitative and quantitative information. and explanations are weak and/or poorly constructed, and do not evidence use of qualitative and quantitative information. argument, with some evaluation and interpretation of qualitative and quantitative information with supporting evidence and has demonstrated the ability to consider and evaluate a range of qualitative and quantitative information. substantiated arguments, as well as the ability to consider, evaluate and synthesise a range of qualitative and quantitative information. and well substantiated arguments which systematically considers and critically synthesises qualitative and quantitative information. which systematically considers and critically synthesises advanced qualitative and quantitative information. with advanced critical insight and interpretation of complex qualitative and quantitative information.
Make sound Little to no sources Low ability to select Competent selection, Satisfactory selection, Good critical Very good synthesis Excellent synthesis of Exceptional synthesis
judgements in and judgements and evaluate reading evaluation and evaluation and selection and of a broad range of a broad range of of a broad range of
accordance with basic considered with gaps and research to make commentary on commentary on evaluation of research, primary research, primary research and primary
theories and in key understanding judgements in line reading, research and reading, research and research and primary sources, views and sources, views and sources to make
concepts of their of key theories and with basic theories primary sources to primary sources, sources, usually information and information and insightful judgements
subject(s) of study. concepts in their and concepts of their make judgements in sometimes beyond beyond the set range, integration to make integration to make in line with basic and
subject of study. subject(s) of study line with basic the set range, to to make judgements judgements in line judgements in line advanced theories
with over-reliance on theories and concepts make judgements in in line with basic with basic theories with basic theories and concepts in their
set sources. of their subject(s) of line with basic theories and and concepts of their and concepts of their subject of study.
study. theories and concepts of their subject(s) of study. subject(s) of study.
concepts of their subject(s) of study. subject(s) of study.
Qualities and transferable skills necessary for employment requiring Little to no ability to manage learning and/or work without supervision. Low ability to manage learning and/or work without supervision. Competent ability to manage learning and work with minimal or no supervision. Satisfactory ability to systematically manage learning, and work without supervision. Good ability to systematically manage learning, and work without Very good ability to systematically manage learning, and work without Excellent ability to manage learning on own initiative, and work without Exceptional ability to manage learning on own initiative, and work without
or work
selection and application.
REALISATION & COMMUNICATION
FAIL P ASS
Threshold Criteria 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%
Communicate the Little to no clarity in Low clarity in the Competent Satisfactory Good communication Very good Excellent Exceptional
results of their the expression of expression of ideas communication of communication of of information, ideas, communication of communication of communication of
study/work ideas and/or unable and/or unable to information, ideas, information, ideas, problems and information, ideas, information, ideas, information, ideas,
accurately and to convey meaning convey clear meaning problems and problems and solutions verbally, problems and problems and problems and
reliably, and with verbally, visually verbally, visually solutions verbally, solutions verbally, visually and/or in solutions verbally, solutions verbally, solutions verbally,
structured and and/or in writing. and/or in writing. visually, electronically visually and/or in writing. visually, electronically visually, electronically visually, electronically
coherent arguments and in writing. writing. and in writing. and in writing. and in writing.
PERSONAL & PROFESSIONAL CONNECTIVITY
FAIL P ASS
Threshold Criteria 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%
Undertake further Little to no Low contribution Competent Satisfactory Good contributions Very good Excellent contribution Exceptional
training and develop contribution to group to group activity contribution to contribution to group to group activity contribution to to group activity contribution to group
new skills within a activity and/or and/or project group activity activity and/or project and/or project group activity and/or project work, activity and/or
structured and project work which work which and/or project work work which develops work, with an and/or project work, with teamwork and project work, with
managed develops new skills. develops new which develops new new skills. understanding of with exceptional some leadership teamwork and
environment skills. skills. team roles and the teamwork and the taking responsibility leadership taking
processes for the processes for the for the development responsibility for the
development of development of new of new skills. development of new
new skills. skills. skills.
the exercise of some personal responsibility. supervision. supervision. supervision. supervision.
Little to no accurate use of terminology, with limited vocabulary and many errors in spelling, grammar and syntax. Low accurate use terminology, with many errors in spelling, vocabulary and syntax. Competent expression
and style with appropriate vocabulary and errors in spelling, grammar and syntax which do
not affect understanding. Satisfactory expression and style, with a range of vocabulary and some errors in spelling, grammar and syntax which do not affect understanding. Good expression and style with appropriate vocabulary with minimal errors in spelling, grammar and syntax. Very good expression and style with minimal errors in spelling, grammar and syntax. Excellent expression and style with minimal errors in spelling, grammar and syntax. Exceptional expression and style with no errors in spelling, grammar and syntax.
Little to no basic numeracy or digital literacy, hardware and software skills. Low level of basic numeracy or digital literacy, hardware and software skills. Competent numeracy
and digital literacy, hardware and software skills. Satisfactory numeracy
and digital literacy, hardware and software skills. Good numeracy
and digital literacy, hardware and software skills. Very good numeracy
and digital literacy, hardware and software skills. Excellent numeracy
and digital literacy, hardware and software skills. Exceptional numeracy
or digital literacy, hardware and software skills.
Mitigating Circumstances
LCCA and UCA understand that in students’ lives, there can be situations that are unexpected and can impact on your ability to hand in your assignment. LCCA and UCA define these situations as mitigating circumstances, and these are exceptional, short-term events which are outside the student’s control and impact their ability to prepare for, submit or present themselves for an assessment by the given deadline.
If something happens close to your assessment deadline that is hindering your ability to submit, please collect a Mitigating Circumstances from the Admin Team and submit along with appropriate supporting evidence BEFORE the assessment deadline. Any forms submitted after this deadline will require additional evidence.
If approved, you will be given an extension to the assignment deadline without being penalised.
However, LCCA and UCA consider that students who submit or present themselves for assessment are, in doing so, declaring themselves fit to be assessed, and therefore mitigating circumstances will not be accepted.
Academic Misconduct
Academic Misconduct is defined as where a student gains or seeks to gain and advantage in an assessment by unfair or improper means. Academic Misconduct can include the following:
• Plagiarism, including self-plagiarism. This is where a student present work which contained unacknowledged published work (words, thoughts, judgements, ideas, structures, images etc.) of another, or presents work that has been previously submitted for another unit or course, or at a different institution.
• Collusion. This is where a student work for assessment done in collaboration with another person(s) entirely as their own or collaborates with another student(s) on work which is subsequently submitted as entirely of the other students work.
• Examination Offenses. This is where a student takes unauthorised materials into an exam room, communicates, or attempts to communicate with another student during the exam, fails to comply with invigilators instructions, or breaches other exam regulations.
• Dishonest Practice. This can include using essay mills, submitting work not completed by yourself, offering bribes, seeking to obtain confidential information, making false declarations and falsifying transcripts and certification or other official documentation.
All assignments are checked for Academic Misconduct and students who have been found to have committed an offense will be subject to the Academic Misconduct Policy and or the Student Disciplinary Procedures.
Artificial Intelligence (e.g. Chat GPT)
With reference to the use of AI Technologies, the UCA’s Academic Misconduct Policy defines plagiarism as – where student presents work for assessment which contains the unacknowledged published or unpublished words, thoughts, judgements, ideas, structures or images of another person or persons. This includes material downloaded from digital sources and material obtained from third parties including online essay mills and AI applications.
To enhance student learning, enable students to explore new ideas and concepts; undertake effective research; and help with assessment planning, the University supports the appropriate use of AI technologies, though students should give serious consideration as to how they may choose to use such technologies within assessments they submit.
If a student uses AI technologies for any part of their assessment – planning, research or content – they must:
• reference the AI tool used and the content obtained;
• apply quotation conventions where the text has not been altered;
• clearly identify paraphrased or summarised material; and
• outline the method and information gathered via the AI tool;
• explain how the AI content has been reused within the assessment. In such cases, the student will have acted with integrity and academic misconduct will not have been committed.
Although, it is important to acknowledge that grades are determined of by evidence of meeting learning objectives at a particular level of competency, not on repetition of AI generated content.
If the University suspects that AI technologies have been used during the assessment process and submission, then it reserves the right to invite the student to attend a viva (oral examination) to explore the student’s understanding of their submission. If evidence of academic misconduct is found, then the case will be addressed in accordance with the University’s Academic Misconduct Policy.
Marking and Feedback
You should expect to receive you marks approximately 4 weeks after the assignment deadline.
To ensure fairness and parity of marking, all assignments are first marked, a sample are second marked, and Internally Verified by a tutor from UCA to ensure the marks are correct and the feedback is appropriate.
The marks also considered by an Internal Exam Board at LCCA to ensure due process has been followed and the Board of Examiners at UCA where marks are ratified.
All marks are PROVISIONAL until ratified by the Board of Examiners.
Your provisional grade and feedback will be made available to you on Turnitin on Canvas, unless advised otherwise by your tutor.