The course unit introduces students to the related topics of creativity, design and entrepreneurship. By alternating sessions between creativity, design and entrepreneurship, students will learn how to develop a start-up using their own creativity as well as knowledge about users and changes in the global marketplace.
BSc (Hons) Management (Innovation, Strategy and Entrepreneurship) with Industrial/Professional Experience
Gain the skills required to become a dynamic manager and focus on your chosen specialism from second year onwards.
Study core and specialist areas of business and management according to your personal or academic interests or career ambitions. Specialise in innovation, strategy and entrepreneurship whilst still benefitting from a huge amount of choice across this flexible course, which includes a work placement in your penultimate year of study.
Explore strategic innovation management, strategic decision-making, entrepreneurship and small business development through real case studies.
of placement students achieved first or upper second class degrees between 2015-17
students joined our management courses in 2017
Average salary within 6 months (DLHE)
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BSc Management (Innovation, Strategy and Entrepreneurship) with Industrial / Professional Experience / Course details
Year of entry: 2019
Course unit details:
Creativity, Design & Entrepreneurship
|Unit level||Level 2|
|Teaching period(s)||Semester 1|
|Offered by||Alliance Manchester Business School|
|Available as a free choice unit?||No|
Over the last decade the core of our economy has been transitioning from one of industrial might, large monolithic corporations and mass production towards one of networks, flexible enterprises comprising many smaller units and unique value. This new economy is based on innovation originating in creativity and design; it is also disrupting long-standing and established employment patterns and bringing to the fore the importance of entrepreneurship. This core unit will bring together creativity, design and entrepreneurship at the conceptual and more practical level. It aims to explore the nature, determinants and consequences of creativity, design and entrepreneurship as well as the interaction between them.
The unit is structured around the process of starting a business venture. The first five weeks will be focused on the process of using creativity and design to identify entrepreneurial opportunities that will form the basis of a start-up. This first part of the unit will discuss different kinds of creativity. Students will learn about theories of creativity and work with several tools to enhance creativity. The unit will then focus on the ways in which creativity feeds into design, discussing user-centred design, design-driven innovation and design thinking. Taking a holistic approach to design, students will learn how to move from inspiration to ideation and implementation, respectively, in order to develop a new product or service offering. Based on a process of divergent thinking the aim of the first part is to develop several different concepts for the business venture.
The second part of the unit will discuss the conditions under which creative ideas become commercially successful business ventures. Students will learn about the process of how to select the best creative ideas. The unit will then focus on the entrepreneurial journey of creating and validating a business model for a start-up, using insights from effectuation, customer development and the lean start-up. Based on a process of convergent thinking, the aim of the second part is to create a concrete business model using one of the previously developed concepts and validate customer interest in the value offering.
Knowledge and understanding
- Demonstrate critical understanding of theories of creativity, design and entrepreneurship.
- Demonstrate knowledge of the various approaches to use creativity and design to create a business venture.
- Apply a holistic approach to developing creative and design-led ventures.
- Apply frameworks to stimulate creativity and design thinking in the process of entrepreneurship.
- Apply and develop self-directed learning to give shape to creative ideas.
- Learn how to overcome barriers in the process of developing a business venture.
Transferable skills and personal qualities
- Develop strategies to work creatively alone as well as with others from different national or cultural backgrounds.
- Demonstrate skills in developing, structuring and communicating ideas in writing, discussing and presenting.
The course unit will cover the following topics:
1. Introduction: The need for more creative and design-led venturing in the new economy
2. Uncovering sources of creativity
3. Identifying entrepreneurial opportunities
4. What is design? An introduction to design
5. “Design Thinking” and innovating by design
6. Reading week
7. Combining and selecting creative ideas
8. Developing a venture concept
9. Generating a business model
10. Validating customer interest
11. Developing a business venture
12. Recap session
Teaching and learning methods
The unit will consist of 11 lectures of 1.5 hours each as well as 8 workshops of 1.5 hours each. The lectures will introduce the students to the main theoretical ideas behind creativity, design and entrepreneurship. The workshops aim to put the theoretical ideas in practices by doing various exercises and games to stimulate creativity, to learn how to apply design thinking and to take first steps in developing a business model for a real start-up. The last week will act as a recap session.
· Develop three business venture concept summaries using creativity tools and frameworks
Summative assessment in the form of two individual assignments and workshop attendance:
· Video: Create a video pitch for a business venture concept [max. 2 minutes, 14% of final mark]
· Report: Develop a business model for a start-up using theories on creativity, design and entrepreneurship. [max. 3500 words, 70% of final mark]
· Attendance: For each attended workshop 2% of the final mark is awarded [16% of final mark]
Written feedback on assignments via Turn-it-in and verbal feedback in workshops.
- Kelley, T., & Kelley, D. (2012). Reclaim Your Creative Confidence. Harvard Business Review, 90(12), 115-118.
- Amabile, T. M. (1998). How to kill creativity: Keep doing what you’re doing. Or, if you want to spark innovation, rethink how you motivate, reward, and assign work to people. Harvard Business Review, 76(1), 77-87.
- Leonard, D., & Rayport, J. F. (1997). Spark innovation through empathic design. Harvard Business Review, 75(Nov-Dec), 102-115.
- Brown, T. (2008). Design thinking. Harvard Business Review, 84(6), 86-92.
- Fisher, G. (2012). Effectuation, causation, and bricolage: a behavioral comparison of emerging theories in entrepreneurship research. Entrepreneurship Theory and Practice, 36(5), 1019-1051.
· Note: A list of required readings will be provided for each session topic in the full course specification
|Scheduled activity hours|
|Independent study hours|
|Jonatan Pinkse||Unit coordinator|
Dependent courses: None
Programme Restrictions: BSc Management/Management (specialism), IM, IMABS, ITMB and IBFE
For Academic Year 2018/19
Updated: May 2018
Approved by: March UG Committee
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