level 3 diploma in business innovation and entrepreneurship · delivering and quality assure level...

Copyright © 2019 – Cambridge Management and Leadership School Student Handbook 1

Level 3 Diploma in Business Innovation and

Entrepreneurship

(603/1051/0)

Student

Handbook

Cambridge Management and Leadership School


Contents

Basic Information ............................................................................................... 3

Introduction ...................................................................................................... 4

Recognition, Equivalence and Certification ................................................................ 4

Career Opportunities ........................................................................................... 4

Course Structure ................................................................................................ 5

Learners Entry Requirements ................................................................................ 6

Apply For Admissions .......................................................................................... 6

Apply for Visa (Short term visitor) – Non-EEA Students ............................................... 6

Assessment Methods ............................................................................................ 7

Plagiarism and Cheating ....................................................................................... 8

Guidance for Learners to avoid plagiarism ................................................................ 8

Student’s responsibility ............................................................................................................................................................................... 8

Seven Knowledge related reasons for referencing ....................................................................................................................................... 8

List of References ........................................................................................................................................................................................ 9

Primary and Secondary sources ................................................................................................................................................................... 9

When to reference: Six scenarios................................................................................................................................................................ 9

How to avoid plagiarism ........................................................................................................................................................................... 10

Summarizing and paraphrasing ................................................................................................................................................................. 10

Checklist to reference your work ............................................................................................................................................................... 11

Referencing style with examples ............................................................................................................................................................... 11

Comply with our policies ..................................................................................... 14

Credit Transfer, Equivalence and Exemptions .......................................................... 15

Recognition of Prior Learning and Achievement ....................................................... 15

Qualification Syllabus ........................................................................................ 16

Unit 01: Innovation for Business ............................................................................................................................................................... 17

Unit 02: English for Business Communication .......................................................................................................................................... 19

Unit 03: Thinking Entrepreneurially .......................................................................................................................................................... 21

Unit 04: Entrepreneurship and Entrepreneurial Business Planning ............................................................................................................ 23

Unit 05: Entrepreneurial Marketing ........................................................................................................................................................... 25

Unit 06: Entrepreneurial Finance and Accounting ..................................................................................................................................... 27

Candidate Authentication Form ............................................................................ 29


BASIC INFORMATION

1.1 Qualification Title Level 3 Diploma in Business Innovation and

Entrepreneurship

1.2 Qualification Level Level 3

1.3 Qualification Framework Regulated Qualifications Framework

1.4 Qualification Accreditation Number 603/1051/0

1.5 Awarding Body Qualifi Ltd

1.6 Teaching Institution Cambridge Management and Leadership School

1.7 Awarding body Registration Fee

(including quality assurance and

certification fees)

Included in Fees

1.8 Total Fee £5500.00

1.9 Study Materials and Support Included within fees

1.10 Duration 6 Months

1.11 Study Hours 30+ hours per week


INTRODUCTION

This qualification specification is intended to provide centres with detailed information required

delivering and quality assure Level 3 Diploma in Business Innovation and Entrepreneurship. Aim of

this qualification to equip learners with sound knowledge, understanding and ability to develop new

business, manage internal and external business environment, information system, people, and

resources within the organisation.

Purpose of this qualification in the RQF is to ‘confirm competence in an occupational role to the

standards required’ (D1).

RECOGNITION, EQUIVALENCE AND CERTIFICATION

Level 3 Diploma in Business Innovation and Entrepreneurship is recognised by Ofqual through

awarding body ‘Qualifi Ltd’ and its accreditation number is 603/1051/0.

Level 3 Diploma in Business Innovation and Entrepreneurship is equivalent to A Level (Higher

Secondary School Certificate) and Access to Higher Education and counted as an entry onto the UK

Bachelor degree in the relevant discipline.

Upon successful completion of five modules (3 mandatory and 2 optional), learners will be awarded

Qualifi Level 3 Diploma in Business Innovation and Entrepreneurship.

CAREER OPPORTUNITIES

Level 3 Diploma in Business Innovation and Entrepreneurship offers career progression and excellent

levels of support for learners that include:

Positive, constructive and helpful advice;

Practicality;

Realistic aims and outcomes;

Impartial and Client Centred;

Progression to the University Bachelor degree qualification.

This qualification introduces the world of business, and learners will be able to progress into a variety

of careers including:

Starting own business, Managing Finance, Managing people,

Business Development Manager or Director

Senior Manager, Office Manager or Supervisor

Team Manager or Supervisor

Administration Officer/Administrator

Senior Administration Officer

Customer Service Manager

In addition to above careers, Graduates can have their own business in a variety of sectors

Marketing, Finance, Insurance Services, Energy, Manufacturing, and Retails etc.


COURSE STRUCTURE

This qualification consists of three mandatory units and two optional units that provide for a

combined 60 credits. Learners are required to complete all mandatory units and two optional units to

achieve the Level 3 Diploma in Business Innovation and Entrepreneurship.

Unit Code Mandatory Units (30 Credits) Credit GLH TQT

A/615/4770 Innovation for Business 10 60 100

J/615/4772 English for Business Communication 10 60 100

R/615/4774 Thinking Entrepreneurially 10 60 100

Unit Code Optional – Select Two Units (30 Credits) Credit GLH TQT

M/615/4779 Entrepreneurship and Entrepreneurial Business

Planning 15

90 150

K/615/4781 Entrepreneurial Marketing 15 90 150

M/615/4782 Entrepreneurial Finance and Accounting 15 90 150


LEARNERS ENTRY REQUIREMENTS

Learners must fulfil the following criteria to be permitted entry on to the course:

RQF or QCF Level 2 in Business or equivalent qualification or relevant substantial work

experience; and

This qualification is appropriate for learners that are 19+.

Pease note that International students should have English Language requirements (IELTS 5.5) with

no less than 5.5 in any one language skills.

APPLY FOR ADMISSIONS

Learners are encouraged to apply via Approved Agents or directly to Cambridge Management and

Leadership School by visiting the

https://cmls-global.com/admissions/

We will contact within 3 working days and may ask for additional information. Successful learners

will be issued an admission letter.

APPLY FOR VISA (SHORT TERM VISITOR) – NON-EEA STUDENTS

After receiving an enrolment letter, you should apply for Short term visitor visa by visiting the link

below

https://www.gov.uk/study-visit-visa

https://cmls-global.com/ADMISSIONS/

https://www.gov.uk/study-visit-visa


ASSESSMENT METHODS

Assessment methods of this Qualification are Multiple Choice Question Test and an

assignment of each unit. Assignments are important part of learners’ work at the Cambridge

Management and Leadership School. There are strict rules about:-

o plagiarism – using another person’s words out of a book/ journal article/

conversation/ lecture without formally acknowledging it,

o referencing - how to reference and refer to another person’s work in your written

work so you avoid plagiarism,

o word length of essays and reports,

o Presentation and style of a report, including the style of language used, and

o Learners are required to sign a declaration of authentication to confirm that the

work is their own and that any assistance given and/or sources used have been

acknowledged.

Students should produce valid, sufficient, and authentic evidence of all the assessment

criteria.

In order to pass a unit, a learner must achieve 40% marks in each assignment.

Your Assessors will plan, gather and then assess learner’s evidence according to RQF level

descriptors’ requirements and on the basis of Pass/Fail criteria. These will be made available

for internal moderation to the Internal Quality Assurer (IQA) before we will confirm your

final grade.


PLAGIARISM AND CHEATING

Cambridge Management and Leadership School (CMLS) perceives plagiarism as a major obstacle in

quality education and in quality teaching and learning process.

Plagiarism is defined as the act of taking the writings of another person’s work and passing

them off as their own with any reference.

Students Responsibilities

• Students are expected to do their assignments and write their examinations by themselves.

• Students must sign ‘Candidate Authentication Form’ declaration before submitting

assignments/coursework.

• All assignments should be submitted to respective tutors within due dates.

• These assignments must be the original and intellectual work of the students.

• Any material taken from a book, internet or unpublished work must be properly referenced.

• Student must not copy any work of others what so ever unless and until it is deemed

necessary. The purpose of copying must be explained in the reference section of the

assignment.

• Students should seek advice from the tutor of the respective module during writing an

assignment.

Our responsibilities

• In case of any plagiarism, students will not receive any mark and they will fail.

• Students will be further given right to apply for appeal.

• In the case of malpractice CMLS will inform the incident/event to the awarding body to

ensure the integrity of the qualification. CMLS will follow any instructions from the

awarding body and/or submit incident report to the for further investigation if necessary

GUIDANCE FOR LEARNERS TO AVOID PLAGIARISM

Student’s responsibility

When writing up your assignment, it is important for you to provide details of various books,

journals, articles etc. that you have consulted. To do this, a formal referencing system is

required – Harvard is the preferred method for the Qualification Provider/Awarding body.

It is an expected academic practice that you will refer to (or cite) the sources of ideas, data

and other evidence in written assignments or projects.

Referencing in the practice of acknowledging in your own writing the intellectual work of

others; work that has been presented in some way into the public domain.

Seven Knowledge related reasons for referencing

1. Facilitate the tracing of the origin of ideas.

2. Helps you to build a web of ideas.

3. Supports your own voice in academic writing.

4. Validates arguments.

5. Helps to spread knowledge.

6. Acknowledges the work of others.

7. Abide by the Copyright Law.


List of References

Full details of sources must be listed at the end of your work in section called “References”.

Important Terms

Citing – the formal recognition of the sources within your text.

Citation – is the passage of words / quote used within your text.

Bibliography (Works Consulted) – a list of resources used/consulted during your

research or for further reading.

Reference list (Works cited) – list of resources referred to in your work.

Primary and Secondary sources

The important points to bear in mind in selecting evidence to use in coursework are about

their creditability, reliability and distinguishing between primary and secondary sources.

Primary sources Secondary sources

This is evidence that comes directly from

the people involved in the event or

phenomenon in question. This would

include theories, models, ideas,

interpretations, definitions and practices as

described and presented by their

originators, rather than their commentators.

These include materials produced about the

event or phenomenon, including the

commentary or interpretation of others about

theories, models, ideas, definitions and

practices. They would include, for example,

reportage material in newspapers, magazines,

reference books and on the Internet.

When to reference: Six scenarios

Learners should reference evidence in assignments in the following situations:

1. To inform the reader of the source of tables, statistics, diagrams, photographs and

other illustrations included in your assignment.

2. When describing or discussing a theory, model, practice or example associated with a

particular writer; or using their work to illustrate examples in your text (this link

specifically to the next two items).

3. To give weight or creditability to an argument supported by you in your assignment.

4. When giving emphasis to a particular theory, model or practice that has found a

measure of agreement and support amongst commentators.

5. To inform the reader of the sources of direct quotations or definitions in your

assignment.

6. When paraphrasing another person’s work, which is outside the realm of common

knowledge, and that you feel is particularly significant, or likely to be a subject of

debate.

When you do not need to reference

1. When presenting historical overviews

2. When presenting your own experiences

3. In conclusions, when you are repeating ideas previously referenced.


4. When summarizing what is regarded as ‘common knowledge’

How to avoid plagiarism

Applying, analysing, criticising or quoting other people’s work is perfectly reasonable and

acceptable providing you always:

Attempt to summarize or restate another person’s work, theories or ideas and give

acknowledgement to that person. This is usually done by citing your sources and

presenting a list of references.

OR

By always using quotation marks (or indenting lengthy quotations in your text) to

distinguish between the actual of the writer and your own words. Once again, you

should cite all sources and present full details of these in your list of references.

Summarizing and paraphrasing

The way to avoid accusations of plagiarism is to try to summarize or paraphrase what you

read, choosing words that seem to do this best for you. You will need to ask your course tutor

what styles of writing is expected of you. Can you use the first person for the more analytical

parts of it? If not, why not?

Summarizing Paraphrasing

Summarizing involves writing an account, in

one’s own words, of the main, broad and

general meanings of a text.

Paraphrasing involves close attention to a

particular section of a text and attempting, in

one’s own words, to capture the essence of

the original.

Collection of details for accurate referencing:

In order to have an accurate record of what you have researched and therefore an accurate

reference, it is important that you write down the details of your sources as you study. When

taking notes, use a separate page for each new book, journal article, or electronic source.

For books, record:

The author’s or editor’s name (or names)

The year the book was published

The title of the book

If it is an edition other than the first

The city the book was published in

The name of the publisher

For journals articles record:

The author’s name or names


The year in which the journal was published

The title of the article

The title of the journal

The page number/s of the article in the journal

As much other information as you can find about the journal, for example volume and

issue numbers

For electronic resources, try to collect the information on the left if it is available but

also record:

The date you accessed the source

The electronic address or email

The type of electronic sources (email, discussion forum, www page, etc.)

Checklist to reference your work

Book Chapter Journal

Article

E-

Journal

Article

Internet Newspaper

Article

Author √ √ √ √ √ √

Year √ √ √ √ √ √

Title of

article

√ √ √ √ √

Title of

publication

√ √ √ √ √ √

Issue √ √ √

Place √ √

Publisher √ √

Edition √ √

Page

Number(s)

√ √ √ √

URL √ √

Date

Accessed

√ √

Referencing style with examples

Book

Author. Year. Book title. Place: Publisher.

Example:

Potts, D. 2002. Project planning and analysis for development. Boulder, Colorado: Lynne

Reinner.

If there are three or more authors include all their names or just write the first author's name

and then write et al. If the book is in its second edition or beyond, you also need to include

this information in the reference:

Seifert, K. L. et al. 2000. Lifespan development. 2nd ed. Boston: Houghton Mifflin.


Seifert, K. L., Hoffnung, R.J. and Hoffnung, M. 2000. Lifespan development. 2nd ed. Boston:

Houghton Mifflin.

Chapter in an edited book or reader

Edited books contain collections of chapters which are written by different authors and

collated by an editor or editors. To reference a chapter in an edited book you need to record

the following details:

Chapter Author(s). Year. Title of chapter. In: Book Editor ed/eds. Book title. Place:

Publisher, chapter page numbers.

Example:

Cooke, D.J. and Philip, L. 2001. To treat or not to treat? An empirical perspective. In: Hollin,

C.R. ed. Handbook of offender assessment and treatment. Chichester: Wiley, pp. 3-15.

Journal article

To cite a journal article you will need to record the following information:

Author. Year. Article title. Journal Title volume(issue), pages.

Example:

Waterson, M. 2003. The role of consumers in competition and competition policy.

International Journal of Industrial Organization 21(2), pp. 129-50.

Electronic journal article

If the electronic journal article is also available in paper format and if the layout, page

numbers, text and images are exactly the same, you can just reference it as you would a print

journal article.

For a journal article which is only available online or differs from its print version you will

need to include the date when you found it and the URL:

Author(s). Year. Article title. Journal Title [Online] volume. Available at: URL

[Accessed: day Month year].

Example:

Merchent, A.T. 2007. Diet, physical activity, and adiposity in children in poor and rich

neighbourhoods: a cross-sectional comparison. Nutrition Journal [Online] 6.

Available at: http://www.nutritionj.com/content/pdf/1475-2891-6-1.pdf

[Accessed: 27 February 2007].

Web document

For a web page that is not an electronic journal you should record the following information

in the reference:

Author or Editor (if available). Year (if available). Title [Online]. Place: Publisher (if

available). Available at: web address of document [Accessed: day Month year].

Example:


Lane, C. et al. 2003. The future of professionalised work: UK and Germany compared

[Online]. London: Anglo-German Foundation for the Study of Industrial Society. Available

at: http://www.agf.org.uk/pubs/pdfs/1232web.pdf [Accessed: 10 May 2007].


COMPLY WITH OUR POLICIES

Cambridge Management and Leadership School (CMLS) operates several policies as rules,

regulations, guidance and instructions for students, staff and key stakeholders to help them to achieve

their aims from our qualifications and services. These policies comply with awarding bodies’

requirements, and applicable legislations. Students must read, understand and comply them before

taking admissions, and during their studies.

Fees Policy

E Learning and Distance Learning Policy

Assessment and Moderation Policy

Instructions For Coursework Policy

Health and Safety Policy

Malpractice and Maladministration Policy

Attendance Policy

Recognition of Prior Learning Policy

Reasonable Adjustment and Special Consideration Policy

Access to Fair Assessment Policy

Equality and Diversity Policy

Data Protection Policy

Complaint Policy

Appeals Policy

To read these policies, please visit the following link:-

https://www.cmls.org.uk/policies-and-regulations/



CREDIT TRANSFER, EQUIVALENCE AND EXEMPTIONS

Awarding body of this qualification provides exemption and credit transfer facility to learners

where learners have achieved relevant or equal level qualifications to avoid the duplication of

learning and assessment.

When a learner is registered for a qualification, they may claim unit(s) achievement within that

qualification through credit transfer, Equivalent units or Exemption from the requirement to

achieve credits for a unit or units based on the certificated achievement from an approved

qualification.

Learners can apply for credit transfer, equivalence or exemption through Credit transfer,

equivalence and exemptions procedure. Full details and application form are available on


RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT

Cambridge Management and Leadership School supports learners in the recognition of their

prior learning that they meet the assessment requirements for a Unit through knowledge,

understanding, skills or professional competence they already possess and do not need to

develop through a course of learning.

Learners in this qualification must register their interest at the time of registration with

Qualification Provider to claim credit for some of their previous learning. They will be required

to produce evidence in the form of a portfolio.

Your evidence should be:

Valid: - the evidence should demonstrate that the demands of the learning outcome

have been met.

Authentic: - This involves consideration of whether the evidence being examined is

genuinely the work of the learner.

Sufficient: - A judgement to be made against the assessment criteria matched against

the learning outcomes of the programme.

Reliable: - The evidence obtained through RPL should be such that an assessor

would arrive at the same assessment decision, were the assessment to be repeated.

Learners can apply for Recognition of Prior Learning (RPL) through RPL procedure. Full

details and application form are available on





QUALIFICATION SYLLABUS

Level 3 Diploma in Business Innovation and Entrepreneurship is a 60-credit programme comprising

five units. All units in the qualification have a standard format. The unit format is designed to give

guidance on the requirements of the qualification for learners, assessors, tutors, and those responsible

for monitoring standards. Each unit has following sections;

Unit aim:

Aim indicates the general direction or orientation of a unit, in terms of its content and sometimes its

context within a programme.

Unit level:

Level describes of what a learner is expected to achieve at the end of a level of study. Levels are

hierarchical stages that represent increasingly challenging learning to a learner.

Guided learning hours:

Guided learning hours (GLH) are defined as all the times when a tutor, trainer or facilitator is present

to give specific guidance towards the learning aim being studied on a programme. This definition

includes lectures, tutorials, and supervised study in; for example, open learning centres and learning

workshops. It also includes time spent by staff assessing learners’ achievements.

Unit code:

Each unit is assigned a unique code that appears with the unit title of the qualification.

Credit value:

All units have a credit value. The minimum credit value that may be determined for a unit is one, and

credit can only be awarded in whole numbers. Learners will be awarded credit for the successful

completion of whole units to achieve the qualification.

Learning outcomes

These are statements of what a learner is expected to know, understand or be able to do at the end of

the unit and of how that learning will be demonstrated. Unlike aim, they are couched in terms of what

the learner is expected to learn.

Assessment criteria

These are statements that indicate, in more detailed manner than the learning outcome, the quality of

performance that will show that the learner has reached a particular standard that is reflected in the

learning outcome.

The assessment method

The assessment method is often confused with assessment criteria. It is a task that is undertaken by

learners that is the subject of assessment. It provides the context for assessment criteria.


Unit 01: Innovation for Business

Level 3 Credit Value 10

GLH 60 Unit Number A/615/4770

Learning Outcomes

The learner will

Assessment Criteria

The learner can

1. Be able to understand innovation

management for business development.

1.1. Define the term ‘innovation

management’.

1.2. Explain the impact of knowledge on

innovation management.

1.3. Explain the importance of building

innovative systems for business

development and growth.

2. Be able to identify the value of

innovation for business.

2.1. Discuss the roles of information

technology innovation for business value

creation.

2.2. Identify how to create value of business

through business model innovation.

2.3. Identify how to create competitive

advantages with innovation in business.

3. Be able to understand management of

innovation in business development life

cycle.

3.1. Explain main stages of business

development life cycle.

3.2. Identify the needs of innovation for

business development.

3.3. Explain how organisations resource their

innovation capabilities and activities.

3.4. Explain how to plan, identify and manage

innovation as an on-going process at each

stage of business development life cycle.

Learning and Teaching Methods

A range of learning and teaching methods can be employed such as lectures, practical exercises using

ICT, guided private study, presentation and discussion of case studies.

Assessment of learning outcomes:

Learning outcomes 1-3 are assessed through multiple-choice questions and a submission of an

assignment of minimum 500 words in length to pass the unit.

Referencing System and avoiding Plagiarism

Learners are encouraged to use Harvard referencing system and to avoid plagiarism.

Indicative Readings:

Johnston, R., & BATE, J. Douglas. (2003). The Power of Strategy Innovation: A New Way of Linking

Creativity and Strategic Planning to Discover Great Business Opportunities. New York: AMACOM.

Jolly, A. (2012). The Growing Business Handbook : Inspiration and Advice from Successful

Entrepreneurs and Fast Growing UK Companies (14th ed.). London: Kogan Page.

Kourdi, J. (2009). 100 Great Business Ideas (New Ed): From leading companies around the world

(100 Great Ideas). Singapore: Marshall Cavendish.

Jolly, A. (2010). Innovation Handbook: How to Profit from Your Ideas, Intellectual Property and

Market Knowledge. Kogan Page.

Pinchot, G., & Pellman, Ron. (1999). Intrapreneuring in action : A handbook for business innovation

(1st ed.). San Francisco: Berrett-Koehler.

Singh, M., Waddell, Dianne, & NetLibrary, Inc. (2004). E-business innovation and change


management [electronic resource]. Hershey, Pa.: Idea Group Pub.

Drummond, H. (2009). How to be a Successful Entrepreneur [electronic resource] : Spot the

Opportunity, Take a Risk and Build a Brilliant Business. London: Kogan Page.

Black, J., Hashimzade, N., & Myles, G. (2012). Department for Business, Innovation and Skills. A

Dictionary of Economics, A Dictionary of Economics.

Herrera, M. (2016). Innovation for impact: Business innovation for inclusive growth. Journal of

Business Research, 69(5), 1725-1730.

Sahut, J., & Peris-Ortiz, M. (2014). Small business, innovation, and entrepreneurship. Small Business

Economics, 42(4), 663-668.

Coulson-Thomas, C. (2016). Corporate Leadership, Business Innovation and Growth. Effective

Executive, 19(2), 9-21.


Unit 02: English for Business Communication


GLH 60 Unit Number J/615/4772

Learning Outcomes

The learner will

Assessment Criteria

The learner can

1. Be able to gain skills and knowledge

required for effective communications

in the organisation.

1.1. Identify how communication takes place

in the organisation.

1.2. Identify how to write memo, report,

email, poster and letter in the

organisation.

1.3. Identify basic rules to develop correct

sentences in the structured writing.

1.4. Explain ways to improve written and

verbal communications.

2. Be able to identify ethical consideration

for communication in the organisation.

2.1. Define ethics in the communication skills

2.2. Identify the importance ethical

consideration for effective

communications

2.3. Evaluate complex issues that surround

advocacy and concern powers in ethical

communications.

3. Be able to identify issues that reduce

positive and effective communication in

the organisation.

3.1. Identify how barrier gesture affects

positive and effective communication.

3.2. Identify non-verbal barrier gestures in

communication performance.

3.3. Analyse the importance of effective

communication in tricky moments.




Assessment of learning outcomes:






Bhatia, V., & Bremner, S. (2012). English for Business Communication. Language Teaching, 45(4),

410-445.

Association for Business Communication , issuing body. (2014). Business and Professional

Communication Quarterly.

Talbot, F. (2009). Executive Writing Skills for Managers: Master Word Power to Lead Your Teams,

Make Strategic Links and Develop Relationships (Better Business English). London: Kogan Page.

Garzone, G., & Ilie, Cornelia. (2007). The use of English in institutional and business settings : An

intercultural perspective (Linguistic insights. studies in Language and communication ; v. 34). Bern ;

Oxford: Peter Lang.

Salvi, R., & Tanaka, Hiromasa. (2011). Intercultural interactions in business and management

(Linguistic insights ; v. 146). Bern: Peter Lang.

Hewings, M., Nickerson, Catherine Ross, & British Council. (1999). Business English : Research into

practice (English language teaching review). Harlow: Longman (in association with the British

Council).


Gutmann, J. (2013). Taking Minutes of Meetings [electronic resource]. (3rd ed., Creating Success).

London: Kogan Page.

Adriana Teodorescu. (2011). BUSINESS ENGLISH IN INTERCULTURAL BUSINESS

COMMUNICATION. Language and Literature : European Landmarks of Identity, 9(2011), 483-488.

McArthur, T. (1998). BUSINESS ENGLISH. Concise Oxford Companion to the English Language,

Concise Oxford Companion to the English Language.

Caraivan, L. (2016). BUSINESS ENGLISH: A KEY EMPLOYABILITY SKILL? Quaestus, (9),

266-270.

Mckinnon, W. (1980). Style and structure in modern business communication. Bergen, [Norway] :

Irvington-on-Hudson, New York: Universitetsforlaget ; distributed by Columbia University Press.


Unit 03: Thinking Entrepreneurially


GLH 60 Unit Number R/615/4774

Learning Outcomes

The learner will

Assessment Criteria

The learner can

1. Be able to understand self-analysis in

the context of entrepreneurial career.

1.1. Define the terms ‘Entrepreneur’,

Entrepreneurship, opportunity assessment

and creativity.

1.2. Examine different types of Entrepreneurs

and their success stories.

1.3. Conduct your self-analysis for

entrepreneurial abilities.

1.4. Identify your strengths and weaknesses

using a SWOT analysis.

2. Be able to develop critical thinking

skills for innovative business ideas.

2.1. Define the term ‘critical thinking’, and

‘innovation’.

2.2. Create a mind map of creative thinking

skills and attributes required by

entrepreneurs.

2.3. Identify potential barriers to

entrepreneurship.

2.4. Conduct market research to analyse your

potential business idea.

3. Be able to evaluate entrepreneurial

business idea.

3.1. Justify your business idea to an innovative

using logical argument.

3.2. Explain the reasoning behind the business

idea.

3.3. Explain the importance of knowledge in

IT, finance and accounting and marketing

and sales for evaluation purposes.




Assessment of learning outcomes






Drummond, H. (2009). How to be a Successful Entrepreneur [electronic resource] : Spot the

Opportunity, Take a Risk and Build a Brilliant Business. London: Kogan Page.

Prosek Jennifer. (2011). 3. Thinking Entrepreneurially - Even if You're a Big Company. In Army of

Entrepreneurs - Create an Engaged and Empowered Workforce for Exceptional Business Growth

(pp. 1-2). AMACOM – Book Division of American Management Association.

Birch, R. (2012). Thinking Like an Entrepreneur. Credit Union Journal, 16(39), 14.

Anonymous. (2004). Entrepreneur shows the way to creative thinking. Motor Transport, 19.

Moore, B., & Parker, Richard. (2009). Critical thinking (9th ed., International ed.). Boston, [Mass.] ;

London: McGraw-Hill Higher Education


Paul, R., & Elder, Linda. (2014). Critical thinking : Concepts & tools (Seventh ed., Thinker's guide

library).

Friend, G., & Zehle, Stefan. (2004). Guide to business planning. London: Economist Books.

Journal of New Business Ideas & Trends. (n.d.).

Bragg, A., & Bragg, Mary. (2005). Developing new business ideas : A step-by-step guide to creating

new business ideas worth backing. Harlow: Financial Times Prentice Hall.

How to Be a Successful Entrepreneur : Spot the Opportunity, Take a Risk and Build a Brilliant

Business. (n.d.). Kogan Page.


OPTIONAL UNITS (SELECT TWO UNITS ONLY)

Unit 04: Entrepreneurship and Entrepreneurial Business Planning


GLH 90 Unit Number M/615/4779

Learning Outcomes

The learner will

Assessment Criteria

The learner can

1. Be able to identify various theories of

entrepreneurship.

1.1. Identify the role of society in the personal

and professional development of an

entrepreneur.

1.2. Explain the relationship between

entrepreneurship and economic growth.

1.3. Identify the role of innovation, motivation

and economic theories in the development

of an entrepreneur.

2. Be able to understand the concept of

entrepreneurship and its relation to small

businesses

2.1. Define the terms ‘entrepreneurship’,

‘entrepreneur’ and entrepreneurial

opportunity.

2.2. Access the role of an entrepreneur in

society.

2.3. Analyse competitive advantages and

disadvantages of entrepreneurial

organisations.

3. Be able to analyse role, nature and

characteristics of the entrepreneur in the

economy.

3.1. Explain economic role of the

entrepreneur.

3.2. Describe the perceived personalities of

entrepreneurs.

3.3. Explain the concept of ‘Entrepreneurial

Vision.’

3.4. Identify entrepreneurship benefits for

employment, productivity and innovation

in an economy.

4. Be able to understand the

entrepreneurial steps to business

planning.

4.1. Explore the potential of business idea.

4.2. Identify the nature and the purpose of the

business planning for new business idea.

4.3. Write a business plan for a new business

idea.

4.4. Identify sources of funds availability to

start a new business

4.5. Identify key challenges in the

development of the business plan.











Drummond, H. (2009). How to be a Successful Entrepreneur: Spot the Opportunity, Take a Risk and

Build a Brilliant Business. London: Kogan Page.


Journal of New Business Ideas & Trends. (n.d.).

How to Be a Successful Entrepreneur : Spot the Opportunity, Take a Risk and Build a Brilliant

Business. (n.d.). Kogan Page.

Ellison, A. (2002). Entrepreneurs and the transformation of the global economy. Cheltenham:

Edward Elgar.

Ramona, R. (2011). THE IMPORTANCE OF ENTREPRENEURS IN THE "NEW ECONOMY".

Managerial Challenges of the Contemporary Society. Proceedings, 265-269.

World Bank, International Finance Corporation, & MyiLibrary. (2010). Doing business 2011

[electronic resource] : Making a difference for entrepreneurs : Comparing business regulation in

183 economies. Washington, D.C.: World Bank : International Finance Corporation.


Stein, N. (2016). Business planning. Horticulture Week, 27.


Unit 05: Entrepreneurial Marketing


GLH 90 Unit Number K/615/4781

Learning Outcomes

The learner will

Assessment Criteria

The learner can

1. Be able to understand the nature of

small and medium enterprises (SME)

and their marketing practice.

1.1. Examine the role of the SME in

developing marketing practices.

1.2. Illustrate how SME’s can develop

innovative marketing solutions.

1.3. Explain the importance of setting an

appropriate marketing plan for an

organisation.

1.4. Explain how organisations have

developed their marketing strategies.

2. Be able to develop a marketing strategy

for a new business.

2.1. Identify the importance of market

research in strategy development.

2.2. Build a business strategy to specify target

market, features and benefits of business,

competitive advantage, and actions to

achieve goals.

2.3. Identify the importance of 7Ps (price,

place, promotions, product, positioning,

people, and packaging) in the

development of marketing strategy.

3. Be able to identify entrepreneurial role

in brand development and market

positioning.

3.1. Explain the importance of market

positioning.

3.2. Examine the ways in which an

entrepreneur can market the business

using a variety of methods.

3.3. Evaluate the role and capabilities of social

media in marketing the business venture.

4. Be able to analyse key issues and

challenges faced by entrepreneur to

target a market.

4.1. Identify potential risks prior to

commencing the business.

4.2. Conduct a risk analysis.

4.3. Develop a marketing plan for a new

business.

4.4. Examine the ways in which an

entrepreneur can cut the costs of

marketing during the business start-up.



ICT, guided private study, presentation and discussion of articles and case studies.








Weerawardena, J., & Liesch, P. (2012). Advancing entrepreneurial marketing. European Journal of

Marketing, 46(3/4), 542-561.

Lodish, L., Morgan, Howard, & Kallianpur, Amy. (2002). Entrepreneurial Marketing: Lessons from

Wharton's Pioneering MBA Course. Hoboken: Wiley.

Miles, M., Gilmore, A., Harrigan, P., Lewis, G., & Sethna, Z. (2015). Exploring entrepreneurial

marketing. Journal of Strategic Marketing, 23(2), 94-111.

Chaston, I. (2000). Entrepreneurial marketing : Competing by challenging conventions. (Macmillan

business). Macmillan.

Whalen, P., & Akaka, M. (2016). A dynamic market conceptualization for entrepreneurial marketing:

The co-creation of opportunities. Journal of Strategic Marketing, 24(1), 61-75.

Albaum, G., Duerr, Edwin, Strandskov, Jesper, & MyiLibrary. (2005). International marketing and

export management (5th ed.). Harlow: Prentice Hall.

Bly, R. (2009). Marketing plan handbook : Develop big picture marketing plans for pennies on the

dollar. Irvine, Calif.]: Entrepreneur Press.

Conley, C., & Friedenwald-Fishman, Eric. (2006). Marketing that matters [electronic resource] : 10

practices to profit your business and change the world (1st ed., Social venture network series). San

Francisco, Calif.: Berrett-Koehler.


Unit 06: Entrepreneurial Finance and Accounting


GLH 90 Unit Number M/615/4782

Learning Outcomes

The learner will

Assessment Criteria

The learner can

1. Be able to understand the nature

entrepreneurial finance and basic

accounting principles.

1.1. Define the term ‘entrepreneurial finance’

and its relation to finance.

1.2. Explain the principles of entrepreneurship

finance.

1.3. Identify difference between free cash and

free cash flow.

1.4. Explain the accounting techniques to

record income and expenses.

2. Be able to identify nature, purpose and

characteristics of financial statement.

2.1. Identify the needs of financial statements

to construct financial plan.

2.2. Explain the characteristics of income

statement, balance sheet and cash flow

statement.

2.3. Construct cash flow statement, income

statement and balance sheet for new

business venture.

2.4. Calculate breakeven sales and revenue for

new business venture.

3. Be able to identify sources of finance for

a new business and highlight their

characteristics.

3.1. Identify investment requirement for a new

business.

3.2. Assess how to finance a new business

venture

3.3. Identify ways to approach investors for

funds requirements.

3.4. Identify the needs of financial market

development for entrepreneurship

activities.

3.5. Describe the role of investors and

business angels for financial sources.

4. Be able to identify the role of

entrepreneurial finance in decisions

making process.

4.1. Explain the steps for effective decision

making.

4.2. Calculate financial ratios including

liquidity, debt, management and activity

for decision making process.

4.3. Identify how liquidity attracts investors

for new venture investment in decision

making process.











Marsh, C. (2012). Financial Management for Non-Financial Managers [electronic resource].

(Strategic Success). London: Kogan Page.

Lehner, O. (2014). Finance, risk and accounting perspectives. Venture Capital, 16(3), 185-188.

Chatterji, A., & Seamans, R. (2012). Entrepreneurial finance, credit cards, and race. Journal of

Financial Economics, 106(1), 182.

Mace, V., Carraher, S., & Lane, S. (2010). FINANCING NEW BUSINESS VENTURES:

ACCOUNTING & FINANCE CONCERNS IN CUSTOMER SERVICE MANAGEMENT. Allied

Academies International Conference. Academy of Accounting and Financial Studies. Proceedings,

15(1), 39-43.

Opportunities at Smaller, Entrepreneurial Firms Lure Accounting Graduates. (2000). Hispanic Times

Magazine, 23(4), 14.

Blackstaff, M. (2012). Finance for IT Decision Makers: A practical handbook (3rd ed.). Swindon:

BCS Learning & Development Limited.

Epstein, L. (2009). Reading Financial Reports For Dummies. (2nd ed., For Dummies). Hoboken:

Wiley.

Davies, D., & Institute of Personnel Management. (1990). Finance and accounting for managers.

(Management studies series). London: Institute of Personnel Management.

University of Nebraska--Lincoln. College of Business Administration, Creighton University, &

Florida International University. (2008). Quarterly Journal of Finance and Accounting


CANDIDATE AUTHENTICATION FORM

Assignment/Portfolio Submission Cover Sheet

Learners should include this coversheet during their final submission of portfolio.

Learner’s Name

Registration No.

Qualification

Module/Unit Title

Assessor/Tutor Name

Declaration

I confirm that the attached coursework is all my own work and does not include any work completed by anyone other than myself. I also confirm that any sources of information are clearly acknowledged by using recommended referencing system. To present materials copied from books or any other sources without acknowledgement will be regarded as deliberate deception.

Signature

Date

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