Technology Entrepreneurship

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2020/21 Block C, FIRST SIT
MODULE TITLE: Technology Entrepreneurship
TITLE OF ASSESSMENT: Coursework (Group, 100%)
LEVEL: H7
COURSE(S): MBA (Core, Graduate), MSEBD (option)
DEADLINE DATE FOR: 11:59 pm, 30 June 2021
SUBMISSION BY STUDENTS
SUBMISSION LOCATION: MyBeckett via Turnitin
ASSESSOR(S): Dr. Suneel Kunamaneni, Mr. Ron Smith
—————————————————————————————————————-
1. Coursework Brief:
Students will learn how to tell the difference between a wonderful piece of technology (e.g.
Artificial Intelligence, Block Chain, Robotics) and a good scalable business opportunity. The
assessment is not about ‘inventing’ a new piece of technology from scratch or incrementally
improving an existing technology. It is also not about simply ‘proposing’ an app idea. An app
is not necessarily a business or start-up idea; the technical knowledge and expertise needed
for a successful app goes even way beyond the capabilities of a few coders with basic
programming experience.
A startup is a business, not a product. Many startup founders are passionate engineers,
designers or business people who want to build amazing things—apps, platforms, robots and
more. Many build great technologies but fail to identify the right problem and end up joining
the startup graveyard. The real talent in all entrepreneurship—not only in tech startups—is
finding the right problem, not building the right solution. In solving the right problem, you can
combine existing technologies to come up with product(s) or service(s) concepts and designs,
and create opportunities with ‘commercial’ potential. The assessment is not about inventing
or just about product development; you will need to demonstrate the wider business
opportunity and monetisation potential through conducting primary and secondary research.
You may very well decide after all your research and analysis to not progress the opportunity,
because it does not meet the feasibility and viability threshold, and that is fine so long as you
can demonstrate the tools and techniques taught in the module.
Your concepts and designs must be technically robust; this must be demonstrated through
use of at least one of the analytical tools in the module (AHP, QFD). You must have a good
understanding of the technology landscape through using Patent databases. You must
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demonstrate an understanding of the innovation and commercialisation routes using
concepts in the module such as Stage-Gate and TRL. You are required to show an
understanding of the costs of developing and delivering your technological product(s) or
services (including any costs of licensing technologies), start-up costs, scalability and revenue
potential.
Your ‘Visual’ report should not exceed 25 A4 or Letter pages (including any appendices which
don’t count towards marks) with a narrative range between 3500 and 4500 words. The visual
report should be a living, breathing manual on the technological opportunity, and will be
absolutely vital if you ever need to further develop the technology, product or business, or
seek funding from an investor.
2. Report Guidance
No template as such, JUST BE CREATIVE!
Here are some quick-fire ways to make a technology venture plan shine:
• Go into the detail
A high-level overview of your or the clients technology venture isn’t enough – you need to dig
deep into the technology, market, industry, costs, income streams etc. if you’re to explore
every opportunity and threat.
• Treat it like a story
Every brilliant story has a beginning, middle and end. Your report should be the same, and it
certainly doesn’t hurt to write it as you would a blockbuster novel; your passion will shine
through as a result.
• Tell the story about your beginnings
Technology ventures benefit from fantastic stories about their reasons for being. Tell yours
or your clients on the first page and take time to rewrite and have it proofed and polished by
a professional writer if you’re not confident; it’ll make all the difference and set the tone
perfectly.
• Don’t shy away from visual elements
There are so many ways you can easily create bar graphs and charts, and some numbers look
far more interesting when presented visually in this way. Some great tools:
Infographics: Piktochart, Visme
Storyboarding: Storyboardthat.com
Visual mapping: Plectica
• Don’t stray too far from your target market
You’ve already got a really good idea of who will buy from your technology venture, so don’t
be tempted to look for wider market segments at this time; that can come later.
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• Use Analytical tools taught in the module
Make use of the advanced tools and techniques taught in the module, such as AHP, QFD,
Patent analysis etc. to analyse the technology strength and user benefits, analyse competition
and substitutes. Even if you don’t have your own patents or even if your technology and
processes are proprietary, you can still conduct a patent analysis. This will help you
understand the landscape, what you can practice and cannot, where you need to licence
others technologies, and the implications of all these on your venture.
• Is your technology venture feasible and viable
An obvious one, but something that is lacking from so many business plans. You know your
ideas and business model, but how will you ensure your venture is sustainable? This should
involve startup costs and pricing. And do add another 20% contingency to your startup costs,
and make it clear that’s for unforeseen costs – you will most certainly need this!
• What is the impact of your technology venture
Understand, measure and communicate potential impact (social + economic + any
environmental?). This is extremely important for marketing purposes and to secure funders
and customers. Impact is also central to your venture’s strategy as it helps you know whether
you are meeting your mission and vision in the long-term.
• Explain how you’ll execute the plan
It is not enough to just detail the plans for the enterprise; it’s important to explain how it’ll
be executed. What (and who) will you need to turn this document into a sustainable business?
• Include some sector and economy/market stats
What have you got to hand that backs up your claims about the sector or economy/market
into which you’re about to throw your technology venture? Is the gap in the market really
wide enough? Do enough customers exist?
• Include any supporting policies and public funding channels
How are governments and other non-governmental agencies supporting with new policies
and instruments. How can your venture benefit? What do you need to do to access any
support and funding?
• Spend time on the design
Although a pretty venture plan doesn’t make a successful technology venture, designing it to
be pleasing on the eye, branded (if possible) and easy to read is vital.
• Ask a friend to take a look
Ask trusted friends or family to read through and ask for their honest opinion.
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3. Research Guidance
The following five basic steps are recommended for identifying and analyzing an
opportunity:
Identify potential opportunities. Combine your own personal experiences and creativity with
external forecasts and trend analysis. How is the world changing with respect to new
technologies? What is the impact of globalization on current solutions? What new
requirements will those changes produce? Recent media articles on trends are often a good
place to start. Additionally, you may want to look through university departments in health,
nutrition and engineering for e.g. and identify new technologies that have been developed at
the University.
Define your purpose and objectives. Identify your most promising opportunity, being careful
to discriminate between an interesting technological idea and a viable market opportunity.
Prepare an outline which will help you to determine what types of data and information you
need to demonstrate the attractiveness of your chosen opportunity.
Gather data from primary sources. It is crucial for you to obtain data from primary sources.
Potential investors will place more trust in well conducted primary research than in stacks of
data from secondary sources. There is simply no substitute for talking to potential customers
from the target market in order to validate the opportunity you have identified.
Consequently, we prefer that you spend time gathering data from primary, not just
secondary, sources.
Gather data from secondary sources. Countless secondary sources exist on the web and in
university’s various library resources. Try not to get too bogged down in financial and
accounting data.
Analyze and interpret the results. Persuasively summarize your results.
4. Additional Notes on the Report
• Maximum 25 A4 or letter pages (including appendices that don’t carry any
marks) and word range from 3,500 – 4,000.
• Orientation can be Portrait or Landscape.
• Wrap text around images and tables if on the same page.
• References must ideally occur in the footnote or on a sidebar.
• You must have cleared the research ethics process before collecting any primary
data.
• You can produce the report using any tool (word, canva, publisher etc.), but
submission should be in word or pdf (non-image) file format.
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5. Marking Criterion
Excellent (70+)
Good (60-69)
Satisfactory
(50-59)
Sufficient (40-
49)
Fail (0-39)
Research and
Analysis
(75%)
Fully
researched
using both
primary and
secondary
sources,
substantiated
with highly
developed
detail. Uses
SUFFICIENT,
CREDIBLE,
RELEVANT
information to
conduct a
thorough
analysis and
derives
INSIGHTFUL
conclusions.
Very well
researched
using both
primary and
secondary
means,
substantiated
with well
developed
detail. Uses
CREDIBLE and
RELEVANT
information, to
conduct a
detailed
analysis and
derives VALID
conclusions.
Well
researched
using both
primary and
secondary
means,
substantiated
with good
amount of
detail. Uses
RELEVANT and
mostly
CREDIBLE
Information to
conduct
acceptable
analysis and
derives
POSSIBLY
VALID
conclusions.
Partially
researched,
mostly
secondary
data, some
amount of
detail. Uses
SOME
CREDIBLE
information
and poorly
executed
analysis to
derive
UNCERTAIN
conclusions.
Poorly
researched, no
primary data.
Develops
INVALID
conclusions
based on
OPINION or
UNRELIABLE
information
and /or
analysis of
IRRELEVANT
secondary
information.
Writing
(Clarity, Style
and
Referencing,
25%)
Clear, highly
concise writing,
with all points
addressed fully
and elegantly.
Artfully
executed. No
grammatical
errors or other
distractions.
Accurate
citation and
referencing
Clear, concise
writing with
the majority of
points
addressed fully
and elegantly.
Very well
executed. Very
Few
grammatical
errors or other
distractions.
Mostly
accurate
citation and
referencing
Acceptable
writing, with
most points at
least partially
addressed.
Well executed.
Some
grammatical or
other
distractions.
Incrementally
better than
acceptable
level of citation
and
referencing
Lack of clarity
and
conciseness,
and many
points at least
partially
addressed.
Average
execution.
Grammatical
errors and
other
distractions are
present.
Acceptable
citation and
referencing
Writing is
difficult to
follow, and
very few points
addressed.
Inadequately
executed.
Many
grammatical
errors and
distractions
Poor citation
and
referencing
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6. Feedback:
Date generic feedback will be
available:
Within four weeks of the assessment period,
subject to the date set for the release of results
How generic feedback will be
returned to you:
Posted on the module on MyBeckett.
Date provisional marks will be
available:
Within four weeks of the assessment period,
subject to the date set for the release of results
How provisional marks will be
returned to you:
Posted on the module on MyBeckett.
Date individual feedback will
available
Following the Module Board and the return of all
scripts from the External Examiner
How individual feedback will be
returned to you:
By collection of assessments as directed by your
Admin Team
7. Additional Notes
Research Ethics
All research projects, however straightforward, must be submitted for review and be
approved prior to data collection. Students of the University who wish to undertake a
research project involving human participants (i.e., research with or about people) must
obtain ethical approval before commencing their research.
Studies involving further analysis of existing data may require ethical approval, depending
on whether or not the nature of the data are sensitive or if individuals can be identified
from the research. Audits or service evaluations will normally require ethical approval.
Please see more guidance here:
https://www.leedsbeckett.ac.uk/studenthub/research-ethics/
All applications must be submitted online here:
https://researchethics.leedsbeckett.ac.uk/
Peer Process and Individual Mark when Group work is involved
Please note that your individual mark will depend on how your group assesses your
individual contribution to group work. See peer evaluation process in Appendix 1. However
academic judgement will also be applied when Tutors evaluate peer scores, taking into
account any evidence. Though non-contribution can reduce your mark to lower grades,
please note that individual mark in case of higher contribution will normally not be in a
higher grade compared to the group mark, though a marginal higher grade is possible. The
final decision rests with the tutor and/or module leader.
Page 7 of 15
Group Meeting minutes
You must keep formal records of meetings and submit with the final project work. It is the
responsibility of the student group to choose a secretary who will keep records of group
activity and a chairperson responsible for the conduct of meetings. Please download the
meeting minutes form (also see Appendix 2). The records of group meetings should:
• Include the names of those attending,
• Detail the matters discussed,
• Identify the actions to be taken by individuals.
Important Note on Plagiarism
All assignments will be checked for plagiarism and unfair practice by using the latest software.
Plagiarism is pretending that someone else’s work or words are yours. This could include
copying another student’s words or copying from an online resource. We expect you to use
your own words in your assignments and acknowledge the ideas of others with correct
referencing. Where you wish to emphasize the exact words used by another person we expect
you to quote and reference their source. Those who knowingly plagiarize and undertake other
forms of unfair practice are by their own admission untruthful and cheating. Students who
obtain their award through hard work can be assured that the University will continue to
prosecute any student who knowingly cheats.
Submission
Students must upload Assessment 2 via the appropriate page of ‘My Beckett’. Only one
member of the group needs to submit. Submission should be in word or pdf. Submissions in
in any other way or format will not be accepted (except if unable to submit via ‘My Beckett’ –
see below). Students who have technical problems uploading their assignment may email
their assignment with an accompanying explanation to businessadmin@leedsbeckett.ac.uk.
Students should note that emailed assignments will not be accepted without a valid
explanation/ reason. Students will receive confirmation of valid email submission from the
course team by return email. Late submissions by email must have a valid extension (see
below).
Non-Submissions and Penalties
Assignments without valid extensions will be treated as Late. Penalties Apply in accordance
with University regulations (see below). Students requiring an extension or deferral must
complete an evidenced mitigating circumstances form prior to the submission deadline (form
available from course admin teams). Valid extensions or deferrals may only be granted by the
appropriate mitigation coordinator. Late submission penalties will be applied to all
assessments without authorized mitigating circumstances. Please allow adequate time before
deadline for submission of forms. We do not encourage mitigation forms in retrospect
because there is always a chance that the mitigation panel may not consider your situation as
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mitigating enough to warrant an extension or deferral.
Penalties:
“Full-time Students
1 day late: 5 marks will be deducted from the mark achieved by the student.
2 to 9 days late: a further 5 marks will be deducted from the mark achieved by the student
for every day on which the work remains unsubmitted.
(Should these penalties bring the final mark below 40%, then the work will normally be
capped at 40%)
10 days late: a mark of zero will normally be recorded.
Part-time Students
1 to 2 days late: 5 marks will be deducted from the mark achieved by the student.
3 to 10 days late: a further 5 marks will be deducted from the mark achieved by the student
for each two days on which the work remains unsubmitted (i.e. 5 marks for days 3-4; 5-6; 7-
8; 9-10).
(Should these penalties bring the final mark below 40%, then the work will normally be
capped at 40%)
11 days late: a mark of zero will normally be recorded.”
Where a late penalty is applied, within the timescales given above, it should not result in the
failure of work or a further reduction in marks for failed work. In practical terms, this means
that a raw mark of over 40 would be capped at 40 in applying any late penalties (within the
timescales), and a raw mark of under 40 would not be reduced further with the application
of late penalties. Examples of how penalties would be applied to a first sit mark for a fulltime student in these scenarios are given below:
Raw Mark
Days Late
Final Mark
Recorded
65
1
60
43
1
40
36
3
36
Where work for reassessment is submitted late, the work should be marked, the late
penalty applied in accordance with the conventions above and then the mark capped for
reassessment. For example:
Raw Mark
Days Late
Mark After
Application of
Late Penalty
Final Mark
Recorded (‘R’
indicates
capped resit)
65
1
60
40R
43
1
40
40R
36
3
36
36R
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Mitigation and Extenuating Circumstances including Revised Process due to Coronavirus
(Covid-19)
In view of the present national context and present stay at home instructions issued by the
UK Government we have adapted our usual mitigation processes reflecting the current
exceptional circumstances due to coronavirus (COVID-19).
Please be assured that should you fall ill with this virus and have to self-isolate, now, or at any
time, we will make sure you do not suffer academic disadvantage.
You are also entitled to submit individual claims for mitigation that recognise circumstances
where your academic performance has been impacted by the coronavirus pandemic.
Details of these arrangements and the online mitigation request process are available on the
University’s Covid-19 microsite.
The University recognises that, from time to time, students may encounter issues which may
prevent them from being able to submit or take assessment. Where this is the case, students
can submit their ‘extenuating circumstances’ for consideration.
The University operates a fit to sit / fit to submit approach to extenuating circumstances which
means students who take their assessment are declaring themselves fit to do so. Students
who, for valid reasons, are not fit to take assessment may submit their extenuating
circumstances for consideration by their School Mitigation Panel. This will ensure that the
relevant Board of Examiners is aware of your extenuating circumstances when making
decisions on your assessment outcomes.
Examples of extenuating circumstances include illness, bereavement, serious family illness or
being a victim of crime and other circumstances where your academic performance has been
impacted by the coronavirus pandemic.
You are strongly advised to speak to an adviser at the Students’ Union Advice Service before
completing the form so they can advise you on how to present your circumstances.
At the present time, you should submit your request for mitigation using the online form
available through my hub: https://myhub.leedsbeckett.ac.uk/students/login .
If an individual is affected because of a mitigating or extenuating situation, possible options
available for the rest of the group members are:
a. The other members of the group may be able to claim a normal extension of 5 working
Page 10 of 15
days or a mitigation to allow the group to work together unless the main affected
individual is deferring to the next available assessment opportunity.
b. The rest of the group members can carry on as normal, and the tutor may set a
separate or additional piece of assessment for the affected individual to enable them
to meet the module learning outcomes. The rest of the group ‘may’ be granted an
extension (normally 5 working days) to achieve the same degree of performance
which they ‘could’ have obtained with the full group. The rest of the group must still
make a formal application if they are seeking an extension.
Rules change from time to time. So please contact the module or admin team in case of any
questions. The module team will ensure that members of a group are not disadvantaged in
anyway because of a mitigating or extenuating situation of a team member. Please discuss
with your module leader, course director and where appropriate student union and student
well-being to chart the best option.
Contact
Please do not hesitate to contact the module team if you have any further questions about
the assignment allowing adequate time for a response.
Dr. Suneel Kunamaneni: k.suneel@leedsbeckett.ac.uk
Mr. Ron Smith Ron.Smith@leedsbeckett.ac.uk
Page 11 of 15
Appendix 1: Peer evaluation process
The module tutor will consider two forms of peer assessment:.
1. Continual using an yellow and red card system (OPTIONAL)
2. A final peer evaluation (COMPULSORY). Please submit even if members agree on
equal contributions.
Yellow and Red Card System
As many of us will have learnt from our own experience, positive encouragement is the most
effective way of gaining the motivation and co-operation of other people. This is no less true
when you as students are trying to achieve the best possible result as a group on one of your
university assignments.
However, experience has shown that in rare cases there are students who do not do their
share as a member of the group. It is clearly not fair to the other students that these few
should either be allowed to continue not contributing, or to gain the same mark as the other
students. Should this situation arise then the two stage procedure below should be used to
first warn and then penalise a student who is not participating sufficiently.
Stage 1: Warning – Yellow card
If a student fails to:
• Attend an arranged meeting without having given advance warning and a reasonable
reason and/or
• Produce their share of the work at the agreed times, or
• In any other specific way, holds up the rest of the group from progressing with the
group task
The rest of the group may decide to issue this student with a ‘YELLOW CARD’ as a warning.
Process
• Download the Yellow Card Form and complete it fully. We have kept the design of this
form as simple as possible while ensuring that it includes all the information that the
module team requires.
• You must ensure that you are specific about what has gone wrong, and that you issue
SMART* targets for improvement.
• The form must be sent to the receiving student with a copy to all members of the
group AND to your module tutor.
• The tutor will take notice of your card but at this stage, but no other action will be
taken. You need to ensure you allow sufficient time for improvements to be made.
Therefore you must act early if problems are starting to emerge.
* Specific, Measurable, Achievable, Realistic, Timescaled
Incomplete or improperly issued cards will not be considered. It is the responsibility of the
whole issuing group to ensure that accurate information is supplied and fully circulated to all
parties. If your card is not logged or is delayed because the module team has to obtain more
information from you then this may affect the validity of any future red cards.
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You may not issue a yellow card purely for perceived failure to reach academic standards if
the student is otherwise contributing to the group process, although you should raise this
separately with your Module Leader for assistance on how to proceed.
Stage 2: Consequences – Red card
In most cases a yellow card is sufficient to remind individuals of their responsibilities and no
further action needs to be taken. However if another ‘offence’ occurs, then the other group
members may agree to issue a RED CARD.
The issuing of a red card means that the student could lose a percentage of the overall mark
that is awarded to the group for this piece of work, and thus will receive a lower mark than
the others.
You may continue to issue red cards for each subsequent offence without needing to issue
further yellow cards. Marks will be deducted as follows:
Card No.
Penalty
Cumulative Penalty
1
10
10
2
20
20
3
30
60
4
40
100
Thus 4 red cards would mean that student could receive zero marks. Other members of the
group who have made higher contributions could receive additional marks. Though noncontribution can reduce your mark to lower grades, please note that individual mark in case
of higher contribution will normally not be in a higher grade compared to the group mark,
though a marginal higher grade is possible. For example, if the group mark is low 2:1, for e.g.
62, peer evaluation is highly unlikely to lead an individual students mark above 70. If a group
mark is however high 2:1, for e.g. 68, an individual ‘may’ obtain a 70 or 71. The final
judgement lies with the tutor on how the marks will be distributed, but non-contributors
could face heavy penalties.
Process
Download the Red Card Form
Complete fully (as for a yellow card).
Email the red card and the yellow card and all your supporting evidence to the receiving
student. Ensure that you copy your tutor, your module leader AND all members of the group.
Supporting evidence could include but is not restricted to emails, meeting minutes, texts,
scorecards (if used).
When a red card is issued, your Module Leader has 7 calendar days to review your card, and
to intervene. Attention will be paid to your supporting evidence, and only this evidence will
be considered in the event of a dispute.
If no objections are raised, your tutor will automatically deduct the mark accordingly, subject
to ratification by the Board of Examiners.
Red cards will not be accepted if they have not been correctly issued or completed.
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If a student has genuine reasons for not being able to participate, but has been unable to let
you know at the time, then they still have recourse to the mitigating and extenuating
circumstances procedure in the normal way, supporting their case with independent
evidence. Details of this procedure can be found on the mitigation and extenuating
circumstances pages of the university
https://www.leedsbeckett.ac.uk/studenthub/mitigation/.
I have been issued with a Red Card but I don’t agree with it. What should I do?
You must contact your Module Leader within 5 calendar days of receiving the red card. If you
cannot contact your module leader, or you do not receive a response, please contact module
tutor, Dr. Alfred Chinta. Either your Module Leader or the other module tutor will investigate
your claim. You must be prepared to make your case and be able to supply evidence in
support of your argument.
Compulsory Peer evaluation form to be submitted by every group
Group Name/ Project ____________________________________________________
Write the name of each of your group members in a separate column. For each person,
indicate the extent to which your group agrees with the statement on the left, using a scale
of 1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree). Total the numbers in
each column.
Evaluation
Criterion
Group
member:
Group
member:
Group
member:
Group
member:
Group
member:
Attends group
meetings
regularly and
arrives on
time.
Contributes
meaningfully
to group
discussions.
Completes
group
assignments
on time.
Prepares work
in a quality
manner.
Page 14 of 15
Demonstrates
a cooperative
and
supportive
attitude.
Contributes
significantly
to the success
of the project.
Total
Again, though non-contribution can reduce your mark to lower grades, please note that
individual mark in case of higher contribution will normally not be in a higher grade
compared to the group mark, though a marginal higher grade is possible. For example, if the
group mark is low 2:1, for e.g. 62, peer evaluation is highly unlikely to lead an individual
students mark above 70. If a group mark is however high 2:1, for e.g. 68, an individual ‘may’
obtain a 70 or 71. The final judgement lies with the tutor on how the marks will be
distributed, but non-contributors could face heavy penalties.
Page 15 of 15
Appendix 2: Meeting Minutes
GROUP PROJECT MINUTES (Submit along with final Project Report)
Time & Date:
Meeting
Number:
Location:
Present:
Apologies:
Absent:
Issues Discussed:
Actions to be Taken:
Date of Next Meeting:

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