Level 3 Diploma in Business Innovation and Entrepreneurship · EBMA©2017 – Qualification...

EBMA©2017 – Qualification Specification for Level 3 Diploma in Business Innovation and Entrepreneurship 1

Level 3

Diploma in Business Innovation and Entrepreneurship

Qualification Specification


Contents

Introduction ..................................................................................................................................................... 3 Recognition, Equivalence and Certification ...................................................................................................... 3 Career Opportunities ....................................................................................................................................... 3 Learners Entry Requirements........................................................................................................................... 4 Head of the Centre Roles and Responsibilities ................................................................................................. 5 Centre Contact / Coordinator Roles and Responsibilities ................................................................................. 6 Internal Quality Assurer (IQA) Roles and requirements ................................................................................... 7 Assessors’ Roles and Requirements ................................................................................................................. 8

Assessing Learners’ Evidence ............................................................................................................................. 8 Teachers’ Roles and Responsibilities .............................................................................................................. 10 Teachers’ Requirements ................................................................................................................................ 11 Teachers’ Support and Resources .................................................................................................................. 12

Secure login to Web-portal .............................................................................................................................. 12 Assignment Samples ........................................................................................................................................ 12 Up to date Qualification Specification ............................................................................................................. 12 Lesson Plan and Scheme of Work .................................................................................................................... 12 Learning Materials ........................................................................................................................................... 12 On-going Support from .................................................................................................................................... 12

Learners’ support and Resources ................................................................................................................... 13 Qualification Specification ............................................................................................................................... 13 Assignment Samples ........................................................................................................................................ 13 Access to Assessment ...................................................................................................................................... 13 Special Consideration ...................................................................................................................................... 13 Learning Materials ........................................................................................................................................... 13 Training Venue ................................................................................................................................................. 13 On-going Support from .................................................................................................................................... 14

Qualification Key information ........................................................................................................................ 15 Qualification Credit Framework ..................................................................................................................... 16 Assessment Methods ..................................................................................................................................... 18 Learner Registration ...................................................................................................................................... 19 Request for Certification ................................................................................................................................ 20 Enquiries and Appeals ................................................................................................................................... 21 Course Structure ............................................................................................................................................ 23 Qualification Syllabus .................................................................................................................................... 24

Unit 01: Innovation for Business ...................................................................................................................... 26 Unit 02: English for Business Communication ................................................................................................. 28 Unit 03: Thinking Entrepreneurially ................................................................................................................. 30 Unit 04: Entrepreneurship and Entrepreneurial Business Planning ................................................................ 32 Unit 05: Entrepreneurial Marketing ................................................................................................................ 34 Unit 06: Entrepreneurial Finance and Accounting ........................................................................................... 36


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.


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+.


HEAD OF THE CENTRE ROLES AND RESPONSIBILITIES

This section gives details of the requirements and responsibilities of each role involved in the assessment and examination process. You will need to identify suitable member of staff to fill each role described below:-

The head of centre is the person responsible for ensuring that the overall management of the centre including services, reputation, and maintaining the quality assurance standards of qualifications and assessments.

Head of centre must have a secure email address to login to web-portal and for all correspondence with .

Head of the centre is responsible to ensure that the centre will demonstrate its on-going fulfilment of the centre recognition criteria over time and across all qualifications. Centres will be given the opportunity to present evidence of the on-going suitability and deployment of their processes and systems to carry out the required functions as per centre agreement. The centre agreement clearly explains the centre role to maintain compliance with centre agreement.

In the case of suspected malpractice or maladministration, the head of centre must report incident to at the earliest opportunity all suspicions or actual incidents of malpractice.


CENTRE CONTACT / COORDINATOR ROLES AND RESPONSIBILITIES

The Centre coordinator is responsible for ensuring that the management, administration and quality assurance systems for all qualifications and assessments are properly maintained throughout the centre and that communication between and centre is efficient and effective. Centre coordinator must have a secure email address to login to web-portal and for all correspondence with . Centre coordinator must inform about any changes within the Centre.

The person undertaking this role:-

Have relevant experience and expertise in assessment management and quality assurance;

Possess the necessary authority and time to ensure that management, assessment, administration and internal quality assurance procedures are implanted correctly and consistently across the centre;

Have a regular contact with teachers, assessors and internal moderators;

Liaise closely with staff members within the centre to provide guidance and instructions provided by ;

Inform for any risk that could have an adverse effect in the delivery of qualifications and assessments;

Register learners with in accordance with registration policy;

Ensuring invoices are paid within agreed terms;

Ensuring centre staff attend standardisation events and participate in Continuous professional development trainings.

Sufficient and effective support is available to centre staff (e.g. teachers, assessors and moderators) for the confirmation of decisions of assessors and internal moderation;

Ensuring appropriate record is maintained within the centre to comply with centre agreement and to facilitate on-going awarding organisation visits.

Ensuring security arrangements for confidential information are accordance with security policy.

Ensure administration of assignments are accordance with instructions for coursework;

Ensure certificates issued by are securely stored prior to issue to learners;

Ensure all general correspondence with is disseminated promptly to all relevant people within the centre.


INTERNAL QUALITY ASSURER (IQA) ROLES AND REQUIREMENTS

Internal Quality Assurers must have a secure email address to login to web-portal and for all correspondence with . Internal Quality Assurers will monitor assessment activities and provide feedback to assessors, coordinate standardisation and provide guidance to assessors. Internal moderators are expected to provide appropriate feedback to assessors whether unit assessed are:

Authentic:- the work is learner’s own work;

Valid: the evidence meets all assessment criteria and all learning outcomes;

Reliable: evidence is consistent and generates outcomes that would be replicated were the assessment repeated;

Current: up to date evidence is used;

Sufficient: enough work is available to justify credit value and to enable assessors to make a consistent and reliable judgements about learner’s achievement;

Comparable: evidence is comparable in standard between assessments within a unit or qualification, between learners of the same level, between different assessors, site/centres and comparable over time;

Manageable: the assessment places reasonable demands on learners;

Fair and minimises bias: assessments are fair to all learners irrespective of their characteristics (age, gender, race etc.).

Internal moderators must meet the following requirements –

Demonstrate sufficient and current understanding of the qualifications to be internal moderated, and know how they are applied in the relevant sector area(s) concerned, to the satisfaction of . Moderators must demonstrate occupational competence in all the mandatory units and a significant proportion of the optional units in qualifications.

Internal moderators must have one of the following qualifications:- o D34/V1 o Level 4 Award in the Internal Quality Assurance of Assessment Process and Practice o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes

and Practice.

Demonstrate their continuing professional development to ensure they are up to date with moderation practices in their sector and developments in the qualifications they moderate/verify.

Have a thorough understanding of the National Occupational Standards for the qualification at the unit(s)/level(s) they are moderating.


ASSESSORS’ ROLES AND REQUIREMENTS

• The primary role of assessors is to assess learners’ performance and/or related knowledge in a range of tasks and to ensure that they competence/knowledge demonstrated meet the requirements of standards.

• Assessors’ must have a secure email address to login web-portal. • Assessors must have following occupational competence –

o Provide current evidence of competence, knowledge and understanding in the areas to be assessed, to the satisfaction of . This will normally be achieved through demonstrating competence in the role which is to be assessed, which may be recorded in organisation training records. Alternatively, this can be demonstrated by relevant experience and continuing professional development which may include achievement of qualifications relevant to the areas being assessed.

o They must have an accredited assessor qualification e.g. A1, D32 and/or D33 or related qualification in assessment that has been mapped to the national occupational standards for assessment.

o Demonstrate their continuing professional development to ensure they are up to date with assessment practices in their sector area of expertise and developments in qualifications they assess.

o Have full and current understanding of the units of assessment and requirements of the qualifications being assessed.

Assessing Learners’ Evidence

The Assessor will make valid assessment judgement on learners’ work according to the expectations from a learner for RQF assessment at a particular level. Assessors will record their judgements using the Unit Assessment Form.

Each unit is made of learning outcomes and assessment criteria. The centre will apply a range of assessment methods to require the learner to produce the evidence to meet all assessment criteria in a unit. Once the learner will produce evidence, the Assessors will make judgements that learner has fully achieved/not achieved (on the basis of Pass/Fail criteria) the expected assessment standard specified by the assessment criteria related to the learning outcomes in a unit of ’s qualification.

The RQF Level Descriptors enable the achievement to be located at a particular level i.e. the expected assessment standard specified by the assessment criteria related to the learning outcomes in a unit of qualification at a particular level. The level descriptors are divided into two categories –

o knowledge and understanding; and o skills.

To assess the learners’ work, the Assessor must make valid assessment judgement that the learners meet/not meet the expected assessment standard specified by the assessment criteria related to the learning outcomes at a particular level. Such expectations from learners for RQF assessment are as below -

At RQF Level 3:

In each learning outcome at RQF Level 3, the Assessor’s judgement must be based on the learner’s following demonstration:-


Knowledge descriptor (the

holder…)

Has factual, procedural and theoretical knowledge and

understanding of a subject or field of work to complete

tasks and address problems that while well-defined, may

be complex and non-routine.

Can interpret and evaluate relevant information and

ideas.

Is aware of the nature of the area of study or work.

Is aware of different perspectives or approaches within

the area of study or work.

Skills descriptor (the holder can…)

Identify, select and use appropriate cognitive and

practical skills, methods and procedures to address

problems that while well-defined, may be complex and

non-routine.

Use appropriate investigation to inform actions.

Review how effective methods and actions have been.


TEACHERS’ ROLES AND RESPONSIBILITIES

Teacher roles are to prepare learners for the assessment for a qualification, engage learners with classroom and group discussion or presentation, and motivate them.

Teachers are responsible for ensuring that:-

They are qualified to deliver units/qualification.

They have teaching related qualification.

Obtain guidance, feedback and support from to provide extra ordinary guidance to learners.

Visit centre portal on daily basis to see any instructions, and to obtain any guidance or support for effective delivery of qualifications.

Plan the delivery of unit/qualification to meet eh needs of leaners and syllabus outcome.

Design lecture and use information technology tools in the development of slides, notes or handouts.

Provide guidance to learners about the assessment of units/qualification.

Be familiar with the centre policies and procedures.

Do not discriminate learners during centre internal assessment or marking of assignment.

Make sure that learners’ performance is updated in learner logbook accurately and fairly.

Liaise with centre assessors and internal moderator to ensure that learners’ assessment meets the requirements of and to provide constructive and supportive feedback to learners so that they meet the assessment standards.

Prepare lesson plan and scheme of work to ensure that relevant topics are covered while teaching learners.

Make sure that learners are aware about the reasonable adjustment or special consideration policies and procedures that they will not be given any disadvantage during their assessment.

Encourage learners to register with on time.

Do not perform malpractice or maladministration activity within centre which can create risk for qualifications.

Attend meeting of teachers or assessors within centre and provide feedback to .

Provide feedback to about units/qualification.

Do not discriminate learners and provide equal opportunity to all learners during your teaching activities within the centre.

Report any malpractice or maladministration activity going on within the centre to .

Attend training sessions/programmes provided by for your continuous professional development.

Liaise with centre staff (i.e. head of centre) for resources for the delivery of units/qualifications.


TEACHERS’ REQUIREMENTS

We expect teachers to be occupational competence to teach qualifications.

Teachers must hold qualification and training:-

Good undergraduate degree in a relevant subject sector (or equivalent)

Membership of a relevant professional body or relevant teaching qualification.

Teachers must hold following experience:-

Must have suitable expertise to deliver a relevant subject.

Previous teaching experience.

Experience of enhancing learners experience in the relevant subject.

An ability to support students throughout their journey towards the achievement of the qualification.

Relevant industry, management or commercial experience;

Teachers must hold following knowledge, awareness and ability-

Knowledge of Regulated Qualification Framework or equivalence;

Knowledge of Equal Opportunity Issues;

Ability to use MS Office applications such as Excel, PowerPoint and word.

Commitment to team working and able to motivate others.

Excellent organisational and administrative skills.


TEACHERS’ SUPPORT AND RESOURCES

EBMA provides following support and resources to teachers:-

Secure login to Web-portal

You can login to the secure and protected Web-portal login area where you track learners’ performance. Click on the following link:-

Assignment Samples

You can download assignment samples of each unit to prepare learners towards the achievement of units and the full qualification.

Up to date Qualification Specification

You can download up to date qualification specification by clicking on the following link:-

Lesson Plan and Scheme of Work

Teachers should write lesson plan of each unit to meet the learning outcomes of the qualification. Lesson plans have clear objectives, a range of resources, teaching and learning strategies. You can download templates for lesson plan and scheme of work by clicking on the following link:-

Learning Materials

There is a range of learner materials to support units within the qualification.

On-going Support from

You can get advice, support and ask additional resources by writing email to [email protected]

How to write us email by telling us

Your Name

Web-portal Username

Centre Number and Name

mailto:[email protected]


LEARNERS’ SUPPORT AND RESOURCES

Awarding body has duty to ensure that learners are getting right support and resources to learn the full competence of the qualification. Following services are available to teachers:-

Qualification Specification

You can download up to date qualification specification by clicking on the following link:-

Assignment Samples

You can download assignment samples of each unit to prepare yourself towards the achievement of units and the full qualification.

Access to Assessment

is committed to make sure Learners have access to fair assessment and the opportunity to gain qualifications including Learners with particular assessment requirements. will comply with the requirements of the Equalities Act 2010 and supports Learners with special educational needs, disabilities or temporary illness or injury who require adjustments that do not alter the integrity or demand of the assessment.

Access Arrangements will be decided upon by the Centre following policy and guidance.

Special Consideration

recognises that sometimes circumstances can affect a Learner’s performance at an assessment. There are a range of conditions or circumstances where Special Consideration may be applied, including where physical or other factors are present and affect a Learner’s performance in an assessment.

Special Consideration is an adjustment to a Learner’s assessment outcome, mark or grade to reflect temporary injury, illness or other indisposition at the time of the assessment.

Acceptable evidence to support a Special Considerations include:

• a letter from a medical doctor or hospital consultant.

The Centre will make a judgement on any Special Consideration based upon policy and guidance.

Learning Materials

There is a range of learner materials to support your study within the qualification.

Training Venue

We ensure that your centre has acceptable training venue to provide you sufficient learning and development support. Each training venue provide meet acceptable health and safety standards and


be conducive to learning, with sufficient: Size, floor surfaces, seating, writing surfaces, library, learners’ support office, toilet facilities, ventilation, lighting, heating, access, exits, cleanliness, absence of distracting noise.

In case, if you dissatisfied with the centre service, please contact the head of the centre or alternatively contact us on [email protected]

On-going Support from

You can get advice, support and ask additional resources by writing email to [email protected]

How to write us email by telling us

Your Name

Web-portal Username

Centre Number




QUALIFICATION KEY INFORMATION

Qualification Identification:

Qualification title: Level 3 Diploma in Business Innovation and Entrepreneurship

Qualification Number: 603/1051/0

Level:

Qualification Level: 3

Qualification Framework: Regulated Qualification Framework (RQF)

Qualification Sub-Level: None

Size:

Total Credits: 120

Total Qualification Time (TQT): 600 Hours

Guided Learning Hours (GLH): 360 Hours

Minimum credit to be achieved at, or above, the level of the qualification: 60

Sector Subject Area:

Sector Subject Area: Business Management

Assessment:

Grading Type: Pass/Fail

Assessment Methods: Multiple Choice Questions, Coursework


QUALIFICATION CREDIT FRAMEWORK

Level 3 Diploma in Business Innovation and Entrepreneurship is designed at 60 credit points and

developed equivalent to Level 3 in Regulated Qualifications Framework (RCF) descriptor.

Learning Time

Learning time is the average time taken by learners to complete all the learning outcomes of the

units and to meet assessment standards. Learners are expected to spend at least 60 guided learning

hours in each unit of 15 credits, which include their scheduled teaching activities such as lecture

session, tutorials, supervised time in observation, and work based learning. In addition to this,

learners are also expected to spend at least 480 hours of guided independent study which include

intensive reading materials, follow-up work, completion of assessment task, drafting and reviewing

coursework assignment.

Total Qualification Time (TQT)

Total Qualification Time is comprised of the following two elements:

a) the number of hours which an awarding organisation has assigned to a qualification for

Guided Learning, and

b) an estimate of the number of hours a Learner will reasonably be likely to spend in

preparation, study or any other form of participation in education or training, including

assessment, which takes place as directed by – but, unlike Guided Learning, not under the

Immediate Guidance or Supervision of – a lecturer, supervisor, tutor or other appropriate

provider of education or training.

In the RQF, one credit represents 10 hours of study at any specified level. Therefore, Level 3 Diploma

in Business Innovation and Entrepreneurship would normally be awarded for a programme for study

that has been designed to include a total 1200 learning hours. These hours would include, but are

not limited to, formal classes, self-study, revision and assessment. However, learners successfully

completing this qualification should be able to demonstrate their ability as guided independent

learners; therefore, learners should be expected that normally no more than 40% of the total

qualification time would be spend in classroom based learning (e.g. lecturers and seminars etc.).


The Credit and unit structure for the qualification is set out in the following table.

Qualification Credits Units

Level 3 Diploma in Business

Innovation and

Entrepreneurship

60 3 x 10 credit units (3 Units)

2 x 15 credit units (2 Units)


ASSESSMENT METHODS

Learners are required to develop an assignment of each unit. Assignment are important part of learners’ work at the Centre. 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.

All learning outcomes must be assessed using assignment appropriate to the assessment of knowledge, understanding and skills.

There must be valid, sufficient, and authentic evidence of all the assessment criteria.

Submitted assignments should be marked by an assessor. Assessors must plan, gather and then assess learner’s evidence according to RQF level descriptors’ requirements and on the basis of Pass/Fail criteria. These should be made available for internal moderation to the centre Internal Quality Assurer (IQA).


LEARNER REGISTRATION

Learners can register directly with , if they are already recruited/admitted by the centre onto the specific qualification. They must follow steps:-

Download Learner Registration Form (available from website).

Meet all requirements mentioned in the learner registration form

Submit supporting documents, registration fee receipt and completed signed application form to .

Centres can only register learners on the qualification it is recognised to deliver. The centre must register learners before conducting any assessment. Centres authorised personnel can make application to register learners with in the following ways –

By completing in the Learner Registration Form (available from website) and then email to [email protected]

By using the web-portal (you are required to enter pin, password, authorised email address, centre name and the centre number)

Changing Learners’ details

The centre authorised personal can request the change of learners’ details by using Web Portal or by writing to centre support on [email protected] .

Learners’ withdrawal

The centre authorised personal can withdraw learners within 10 working days by writing to centre support on [email protected]

Learners’ transfer to another qualification

The centre authorised personal can withdraw learners within 10 working days from the qualification and register him/her into another qualification by writing to centre support on [email protected].

Learners’ transfer to another recognised Centres

Leaners can transfer themselves from one centre to another. In such cases, will require learners’ admission/offer letter from another recognised centre to amend the centre details on learners’ record.




mailto:%[email protected]


REQUEST FOR CERTIFICATION

The centre can claim qualification certification where required units are internally assessed and moderated by centre and then further externally moderated by .

Request should be made only when learners have completed the full qualification.

The centre coordinator shall declare the validity of claiming certificate. Certificate Claim Form must be signed by the centre Internal Quality Assurer (IQA) and the External Quality Assurer (EQA).

will carry out and completed all quality assurance checks and procedures on receipt of Certificate Claim Form, then process and despatch certificates to the centre within 10 working days.


ENQUIRIES AND APPEALS

EBMA is committed to ensure all Learners are provided with fair assessment, accurate and correct results. This policy aims to support those who wish to raise an enquiry or make an appeal. This policy applies to Learners and Centres and it is to be used in the following circumstances:

to enquire about results of assessments;

to enquire about decisions on Reasonable Adjustments and Special Considerations;

to enquire about decisions and any actions to be taken following a malpractice or maladministration investigation.

A Learner or Centre must initially follow the Enquiry process. If dissatisfied with the result of an Enquiry they may then pursue an Appeal. Both Learner and Centre Enquiries and Appeals are taken seriously by . We will

Acknowledge Enquiries within 5 working days after the Enquiries Form has been received at ’s office; and issue an invoice.

Do all necessary checks and reply to any Enquiries within 15 working days of receiving an Enquiry.

Accept an Appeal from an individual Learner or a Centre after the Enquiries process has been completed.

Acknowledge an Appeal within 5 working days after the Appeal Form and fee has been received at ’s office; and issue an invoice.

Investigate the Appeal and reply with the outcome within 20 working days.

We will consider an appeal based on:

the enquiry process that has been completed;

the grounds for the appeal provided by the Centre or Learner;

the timescale of the application.

We will

Provide reason(s) for an appeal if it is rejected.

Amend original results or decisions where appropriate, informing the Learner and Centre.

Review Centre arrangements where appropriate.

Please note that the findings of ’s appeal process will be final. If you are a Learner Enquiries and appeals about any of the above matters should be raised in the first instance with the Centre following their Enquiries and Appeals policy and procedure. If you are a Centres You must


Have an Enquiry and Appeals policy and procedure.

Give Learners a copy of the Centre’s Enquiries and Appeals Policy.

Investigate and report on any Enquiries or Appeals from Learners.

Make sure that the result and advice given to the Learner is accurate and complete.

If a Centre finds an incorrect result has been given they must tell .

Centres must keep information and evidence on Enquiries and Appeals and provide this when asked for by . A Centre may also make an Enquiry for themselves or on behalf of a Learner(s). The Enquiry Form must be used. Complaints If the individual Learner or Centre is dissatisfied the Appeal process they should follow ’s Complaints Procedure.


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


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 Level 3 Credit Value 10

GLH 60 Unit Number J/615/4772



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.

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: 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 Level 3 Credit Value 10

GLH 60 Unit Number R/615/4774



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.

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: 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 Level 3 Credit Value 15

GLH 90 Unit Number M/615/4779



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.

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 1-4 are assessed through multiple-choice questions and a submission of an


assignment of minimum 1000 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: Drummond, H. (2009). How to be a Successful Entrepreneur: Spot the Opportunity, Take a Risk and Build a Brilliant Business. London: Kogan Page. Friend, G., & Zehle, Stefan. (2004). Guide to business planning. London: Economist Books. 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. Friend, G., & Zehle, Stefan. (2004). Guide to business planning. London: Economist Books. Stein, N. (2016). Business planning. Horticulture Week, 27.


Unit 05: Entrepreneurial Marketing Level 3 Credit Value 15

GLH 90 Unit Number K/615/4781



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.

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 articles and case studies. Assessment of learning outcomes Learning outcomes 1-4 are assessed through multiple-choice questions and a submission of an assignment of minimum 1000 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: 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 Level 3 Credit Value 15

GLH 90 Unit Number M/615/4782



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.

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 1-4 are assessed through multiple-choice questions and a submission of an assignment of minimum 1000 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: 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

Level 3 Diploma in Business Innovation and Entrepreneurship · EBMA©2017 – Qualification...

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