ENST4001: Foundations of Entrepreneurship and Innovation

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module introduces a global outlook to critical concepts of entrepreneurship and innovation. It intends to challenge stereotypical views by exploring the relevance of entrepreneurship theories to different societal and business contexts. The module focuses on entrepreneurial vision and opportunity potential, introducing students to processes from both theoretical and practical perspectives. This foundational module is designed to develop students’ conceptual understanding and critical thinking through engagement with key ideas in entrepreneurship and innovation. Central to the module is an entrepreneurial challenge that provides a platform for students to apply their emerging knowledge in practice. Through this process, students also develop a range of academic, personal, and employability skills, supporting the cultivation of graduate attributes in an applied, real-world context. The module lays the groundwork for deeper analytical engagement in subsequent stages of the programme.

Educational Aims

Upon successful completion of this module students will be able to…

1. Identify and discuss multiple definitions and perspectives of entrepreneurship
2. Explain and appraise the processes of venture creation and development
3. Describe and demonstrate practical applications of entrepreneurship theory
4. Demonstrate effective communication and collaboration skills
5. Apply innovative solutions to entrepreneurial challenges/problems
6. Apply wider programme learning to entrepreneurial contexts

Outline Syllabus

This module provides an introduction to the concepts of entrepreneurship and innovation. It will help students to develop a personal approach to entrepreneurship. Module topics include value creation, problem solving, sustainability and resource management, amongst others. The module combines teaching about and teaching for entrepreneurship, covering six themes to provide foundational knowledge of the theories and processes of entrepreneurship and innovation.

What is Entrepreneurship?

1. Definitions of ‘entrepreneur’ and ‘entrepreneurship’ from economic and social perspectives
2. Definitions of ‘entrepreneur’ and ‘entrepreneurship’ through historical, global, and political lenses
3. Contexts of entrepreneurship

Entrepreneurial Vision & Purpose

Creativity and Innovation

People & Markets

1. Entrepreneurial teams, alliances & networks
2. Entrepreneurial leadership
3. Stakeholders

Operations

Financial Planning

By the end of the module, students will have developed a critically informed understanding of entrepreneurship from an individual and wider societal perspective. They will be able to articulate a reflective and future-focused vision of how they can make entrepreneurial and innovative contributions to tasks/workplaces/ventures.

ENST5001: Developing Innovations

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module helps students develop creative problem-solving skills and the ability to approach challenges in a thoughtful and responsible way. Using design thinking methods and tools students will learn how to create and present innovative solutions to complex business and societal problems. This module supports students in understanding how innovation drives value creation in contemporary global contexts and equips them with practical tools for navigating complexity, uncertainty, and dynamic market conditions. It is designed to help students bridge theory and practice while contributing meaningfully to sustainable and inclusive business practices—core to the ethos of modern entrepreneurship and global management education.

Educational Aims

Upon successful completion of this module students will be able to…

1. Explain and apply design thinking process to support ideation, opportunity recognition, and creative problem-solving in dynamic business contexts.
2. Apply analytical tools and project-based methods to develop, refine, and present viable innovation proposals supported by relevant data and evidence.
3. Work effectively in diverse teams, demonstrating strong communication, cross-cultural awareness, and ethical leadership skills to collaboratively address complex problems.
4. Reflect on the innovation process, recognising the role of sustainability, ethical decision making and stakeholder engagement in navigating uncertainty and complexity.

Outline Syllabus

This module introduces students to the principles and practical application of design thinking as a key approach to entrepreneurial innovation. It focuses on the development of an entrepreneurial mindset, enabling students to generate creative, responsible, and user-centred solutions to real-world problems within complex business environments. Students will begin by exploring key innovation models, learning how to identify opportunities, define problems, and apply creative problem-solving techniques. Emphasis is placed on the value of empathy, user research, and stakeholder engagement in the innovation process. The module explores how ethical, inclusive, and sustainable innovation can create long-term value for both businesses and society. Through a series of case studies, students will critically analyse real-world examples of innovation from a variety of sectors, including start-ups, multinational corporations, and non-profit organisations. These case studies will highlight the application of design thinking in different cultural and market contexts and encourage students to evaluate global challenges such as sustainability, inequality, and climate resilience through an entrepreneurial lens. A central feature of the module is a practice-based, campus-focused Innovation Challenge, where students will work in diverse teams to tackle a live problem or opportunity within the university or local community. Guided by the design thinking process—from problem discovery to prototyping and solution delivery—students will develop a tangible innovation proposal and present it to an audience of peers, tutors, and stakeholders. Throughout the module, students will enhance their skills in critical thinking, ethical decision-making, collaboration, and communication, preparing them to contribute meaningfully to innovative and inclusive business practices.

Assessment Proportions

This module uses a student-centred and hands-on approach to help students understand and apply design thinking in real-world situations. Teaching is delivered through a mix of short pre-recorded video content, interactive workshops, and group project work. This approach supports active learning, reflection, and practical skills development in line with the programme’s emphasis on applied and inclusive education. Students are introduced to design thinking through case studies and will work on a live challenge provided by local stakeholders. Early in the module, students will take part in a two-day design sprint—a fast-paced, interactive experience where they will practise the design thinking process from start to finish. The module is built around the Double Diamond framework, which guides students through the steps of discovering, defining, developing, and delivering creative solutions. A dedicated virtual learning environment (VLE) mirrors this structure and supports self-directed learning with short activities and quizzes. Students will also develop skills in teamwork, communication, and leadership by working in diverse teams. During the module they will have an opportunity to work in two different teams, which will allow them to mix with peers and develop a sense of cohort belonging. Peer learning will form a supportive structure to the module experiential learning nature and will provide formative assessment opportunities. Student teams will deliver four presentations focusing on various aspects of design thinking and their application to innovation. The earlier presentation will be based on case studies and the latter two will be based on the Innovation Challenge. The presentations will provide an opportunity to learn and gain feedback form tutors and peers and develop a reflective practice. Each formative presentation will be followed by a short formative reflective written account that students will share in their groups for peer feedback. The final assessment will be an individual reflective portfolio that students can deliver as a written piece accompanied by visual material collected during the module (photos, sketches) or as a pre-recorded narrative accompanied with visual material.

ENST5002: Entrepreneurial Skills and Enterprise Development

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

Across the globe, entrepreneurs are driving innovation, creating jobs and promoting economic growth and prosperity. This module is designed to help students develop the essential skills needed to contribute to social, cultural, and economic advancement across the globe. To support this, students will engage with a range of tools and concepts central to enterprising practice.

Educational Aims

Upon successful completion of this module students will be able to:

1. Apply a variety of tools and concepts relevant to the development of enterprising skills.
2. Demonstrate why different skills and competencies are needed depending on the context in which enterprise is formed and developed.
3. Critically evaluate theoretical perspectives and models related to enterprise development.
4. Show what it means to be enterprising in a global context.
5. Explain the importance of developing an entrepreneurial mindset and what it means to be enterprising.

Outline Syllabus

At the heart of entrepreneurship lies opportunity recognition. Entrepreneurs are skilled at spotting, seizing and developing opportunities. They leverage their networks and manage relationships with a range of stakeholders to build ventures and acquire the resources necessary for growth. While many entrepreneurs aim to grow their ventures, some choose not to, and others, despite their intentions, are unable to achieve growth for various reasons. Therefore, this module will explore not only growth, but also de-growth and everyday entrepreneurship. This skills-based module offers the students the opportunity to build and develop a toolkit of essential entrepreneurial skills and competencies that contribute to the social, cultural and economic prosperity of nations. With this in mind, the module engages students in exploring a wide range of topics related to enterprise development, including business model design, entrepreneurial mindset, opportunity identification and evaluation, strategies for collaboration and networking, business feasibility and resourcing, customer identification and selling, risk management, pitching and persuasion. While these aspects will be examined in the context of launching and growing entrepreneurial ventures, the skills and tools covered are relevant to anyone looking to pursue an entrepreneurial career, whether this be to start their own business, or whilst working within an existing organisation. This module adopts an international perspective to foster a comprehensive understanding of enterprise development in a global context. By the end of this module, students will have developed a deeper understanding and appreciation of entrepreneurship, the importance of cultivating an entrepreneurial mindset and a better understanding of what it means to be enterprising.

Assessment Proportions

The summative assessment is an individual assignment in which students will produce a 2000-word reflexive essay. In this essay, students will reflect on two entrepreneurial skills they believe they have developed during the course and apply these to a setting or context of their choice. The task is designed to encourage students to critically consider how these skills have shaped their development, how they envision these skills influencing their future selves, and the impact these competencies may have on their future careers. Additionally, the assignment will engage students in practising back-casting as a tool for forward-looking reflection. For the group pitch video, students will work in groups of approximately four to develop a two-minute sales pitch aimed at a customer they have been pursuing for some time and who is critical to the growth of their enterprise. In creating the video, students will draw on a range of skills and techniques they have learned and read about during the module. To guide their initial thinking, students will be offered three scenario options, each presenting a different setting and context. Groups will be invited to select one of these scenarios to work with. As part of the task, each group must also develop an entrepreneurial solution that aligns with their chosen scenario. This activity is designed to showcase the students’ entrepreneurial mindset and demonstrate what it means to be enterprising in practice.

ENST5004: Entrepreneurship in Context

• Terms Taught: Lent / Summer 
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

Entrepreneurship in Context will immerse the student in the unique yet interrelated arenas where entrepreneurial practices and opportunities unfold. This module will focus on different forms of practice that inform and explain entrepreneurship. The module aims to engage students in unique entrepreneurial contexts such as (1) social enterprise; a context where entrepreneurial practices influence the creation of social value (2) franchising; a context where entrepreneurs develop businesses and nurture innovation through partnerships (3) family business; a context where entrepreneurial opportunities validate family objectives across generations (4) Corporate entrepreneurship or intrapreneurship, a context where opportunities lead to the emergence of new venture within an existing organisation. A contextual view of entrepreneurship will allow the student to appreciate and apply the latest insights on entrepreneurship. Students will engage with these contexts through providing solutions to challenges brought forward by practitioners in franchising, social enterprises, family businesses and corporations. It is being offered as part of the programme as a unique module where students can choose an entrepreneurial context they want to explore further and become more knowledgeable about. Deep diving into various entrepreneurial contexts will allow students to apply theoretical insights, perspectives and models to provide solutions to real-world challenges provided by business practitioners.

Educational Aims

Upon successful completion of this module students will be able to…

1. Analyse and critically appraise established principles in entrepreneurial theories, models, and skills relating to two subjects from intrapreneurship, family business, social enterprises and franchise organisations, allowing students to apply them effectively for opportunity recognition, and problem-solving.
2. Evaluate, critique, and apply a range of business and management theories and models to solve dilemmas in several entrepreneurial contexts.
3. Identify and critically evaluate contemporary management issues, in several entrepreneurial contexts, applying this understanding to develop entrepreneurial-focused solutions to real-world challenges.
4. Undertake critical analysis of information and propose solutions to case-based challenges using insights from state-of-the-art academic publications to support decision-making and problem-solving in several entrepreneurial contexts.
5. Effectively communicate information, arguments and analysis by working effectively and collaboratively in diverse, multicultural teams to devise solutions for real-world challenges in diverse entrepreneurial contexts.

Outline Syllabus

The module content focuses on academic, professional excellence, taking global perspectives into account. The module includes challenges based on live cases and cases published from around the world. As this module embodies 4 streams: Corporate Entrepreneurship, Family Businesses, Franchising and Social Enterprises the module will provides two paired paths. Paired paths embody two main streams of literature that relate to the most common entrepreneurship contexts. Students may access all content yet must select their preferred option within the path. Students choose one of two options within a paired path they want to focus on. This choice will determine the group challenge and individual assessment students will have to complete. Paired paths – For Part (1) students choose between Intrapreneurship/Corporate Entrepreneurship OR Social Enterprises. Following Part (1) students choose between the context of Family businesses OR Franchising for Part (2) of the module.

In every week, concepts, models and theories will be based on academic papers, books and cases developed by ENST staff. During workshops, students will be tasked with providing solutions to challenges in their selected entrepreneurial contexts.

Assessment Proportions

The assessment strategy will involve (2) two parts: Part 1 is a group-based presentation around an entrepreneurial challenge. Part 2 will revolve around an integrated form of assessment at the end of the module.

Part 1 – Group based assessment Teams of students will be required to deliver a presentation related to an entrepreneurial challenge. The presentations are expected to be based on theoretical concepts covered in class and the extant literature. Students will be guided on the use of AI to support the decision-making approaches for an entrepreneurial challenge. This assessment relates to all learning objectives. Part 2 – Individual assessment This is an individual exam assignment at the semester's end, yielding an overall module mark (50% Question on the choice made in pair option 1 + 50% Question on the choice made in paired option 2). This assessment relates to all learning objectives.

ENST5005: Funding, Finance and Business Planning

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

Finance is a common reason for failure to launch, grow and run ventures. Finance is also central to much of the mythology surrounding contemporary entrepreneurship. Televised popularisations such as the Dragons’ Den and Shark Tank franchises concentrate on investment as the key enabler of early business success. Financial success is often conflated with or seen as the sole determinant of success as an entrepreneur, even though the motivations of entrepreneurs may encompass other drives, such as independence or to rectify social or environmental problems and market failures. However, finance is a central issue in entrepreneurship because entrepreneurship requires financial knowledge and skills as well as critical consideration. We define entrepreneurial finance as the getting, using and managing of money in entrepreneurial contexts. This module therefore aims to educate students in the range of funding mechanisms used by entrepreneurs across the life cycle of a venture and in different entrepreneurial contexts, thus linking to module ENSI5004, Entrepreneurship in Context. It aims to teach the theory and practice of how entrepreneurs raise funds for their enterprises at different stages, from launch through growth and on to exit. The role of debt (borrowing) and equity-based (sale of shares) financing will be considered. Funding sources such as grants and crowdfunding will be presented. The role and consequences of growth by use of retained profits will be highlighted, as will issues around high growth and growth by acquisition. The module will highlight the critical importance of cash flow management, the daily decisions that entrepreneurs must make for effective financial management, and the government policies which affect entrepreneurial finance. Students will examine the role of business planning as a tool for raising funds and for managing ventures. Across the module, students will confront issues of public and institutional policy, discrimination and funder bias, asymmetry of information between funders and finance raisers and why finance can constrain a business or cause failure. Students will confront the ways in which theory and practice inter-relate. During this module, students will practice business planning and strategic decision-making in projects focusing on the financial aspects of entrepreneurship in different contexts. This module will give students the confidence to plan and monitor finance in their own future venture and equip them to advise entrepreneurs about their financial decision-making options.

To support the decolonisation of entrepreneurial finance, this module expands the geographical scope of financial discussions by integrating perspectives and case studies from emerging markets, particularly the Global South. This encourages students to critically assess how context-specific institutional, cultural, and historical factors shape entrepreneurial financial practices around the world.

Educational Aims

Upon successful completion of this module students will be able to… MLO1: Evaluate and explain the selection of appropriate mechanisms for funding different entrepreneurial requirements, focused on start-up, growth and other business life cycle stages. MLO2: Apply and evaluate established principles of the theory and practice of business planning and entrepreneurial finance and reflect critically on lived entrepreneurial experience gained through practitioner interviews. MLO3: Apply appropriate analytical methods and technique to analyse and evaluate funding requests, including those discussed in case-based interviews with practising entrepreneurs. MLO4: Develop their own investment-seeking proposals and / or to appraise proposals put before them. This will include being able to draft an outline business plan, which will include an analysis of cashflow for a start-up venture. MLO5: Evidence their ability to communicate module concepts and their application verbally and in writing. In this, they will evidence their ability to undertake critical and analytical thinking.

Outline Syllabus

In overview, the module concerns the theory and the practice of entrepreneurial finance. In this, it covers established concepts, research evidence on the behaviour of entrepreneurs and their funders, and the policies and practices that inform entrepreneurial finance. Alongside this, criticality is emphasised by confronting myths of finance and problematising ways in which the market for entrepreneurial finance operates. Specific topics covered are listed below.

• Foundations and Context of Entrepreneurial Finance
• Sources of Entrepreneurial Finance
• Financing Across the Venture Lifecycle: Startup Stage; Growth Stage; and Maturity and Exit.
• Entrepreneurial Planning and Financial Tools
• Entrepreneurial Finance in Practice
• Inclusive and Critical Perspectives

Assessment Proportions

Formative Assessment:

• Presentation (group)
• Case Study Report Draft

Summative Assessment:

• Presentation (individual) (20%)
• Case Study Report (individual) (80%)

ENST5006: Enterprise in Action

• Terms Taught: Lent / Summer 
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

The Enterprise in Action module is a business simulation module which creates an engaging, powerful and immersive learning experience.? Working in small teams, each group will create and manage a business through its initial start-up period and first months of trading. This experiential learning experience is invaluable as students can apply what they have learned from the programme to a ‘real life’ situation of business management in an integrative way. This challenge develops several key skills such as critical thinking, planning, business modelling and strategic thinking, as well as working collaboratively in a team environment. Whilst the simulation replicates a real-world business scenario this is achieved through a safe, virtual environment designed to promote learning and knowledge development. These skills align well to the graduate attributes of professional excellence and global citizenship. This module supports the programme overall through experience in virtual entrepreneurship in the creation, growth and sustainability of a new business venture. Specific tasks within the simulation further align to the programme such as innovation, design and the re-design of products.

Educational Aims

Upon successful completion of this module students will be able to…

1. Apply structured analytical thinking and diagnostic skills to question information, data, and assumptions, leading to a critical and reasoned understanding of a problem or situation.
2. Evaluate and reflect on management theory, practice, processes and behaviours.
3. Demonstrate an adaptable approach to unfamiliar or changing situations by responding with flexibility and innovation to address unfolding scenarios.
4. Plan and manage time and workload effectively, demonstrating the ability to prioritise tasks and meet deadlines in academic and simulated work contexts.
5. Operate effectively as part of a team through participation the the business simulation groupwork and contribution to shared goals and group assessments.
6. Communicate ideas clearly and effectively in both written and oral formats, adapting content and style for different audiences or purposes.

Outline Syllabus

Each quarter or decision period (week) has a dominant activity and a set of decisions that are linked to it. These dominant activities take the team through the business life cycle from start-up, to development, to growth, to near maturity. As groups work through the business life cycle, materials will be released in the form of performance reports, weekly lectures and seminars as these topics become relevant to the current decisions of the team. Therefore, the delivery of the learning material is not organised by discipline, but rather by its relationship to decisions being faced by each team each week. Each quarter’s activities not only introduce new material but also revisit and build upon prior content in a spiral learning structure, allowing students to scaffold their learning, reinforcing and deepening their understanding week by week. This enables core business activities such as leadership, team management, pro forma cash flow analysis, value creation in product design, human resource management, demand-based production scheduling, activity-based costing, and strategic planning and management to be more easily understood and absorbed. In a sense the repetitive nature of some of the decisions leads to them becoming more naturally embedded. The themes covered by the business life cycle include: Quarter 1: Organise team roles and responsibilities, evaluate market opportunities, set up operations, and prepare for test market. Quarter 2: Go to market to test strategy and market assumptions. Quarter 3: Perform strategic analysis of test market performance and revise strategy, become a learning organization. Quarter 4: Seek external funding — prepare business plan, negotiate equity investment. Quarters 5 and 6: Monitor, improve and execute growth strategy. Quarter 7: Prepare future strategy report for the Board of Directors.

Assessment Proportions

Assessment methods are constructively aligned to the module learning outcomes and wider programme goals. The Balanced Scorecard simulation (20%) provides a real-time measure of performance; the group investment pitch (40%) assesses teamwork, communication, and applied business strategy; the final individual assignment (40%) enables deeper critical reflection and articulation of a future business strategy. This range ensures assessment of both process and output, while allowing students to demonstrate their capabilities in different formats.

ENST6001: Strategic Management

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

Strategic management is about making distinctive choices that shape an organization’s direction and scope, enhancing its ability to create value and ensure long-term success. In today’s fast-changing business environment, strategizing - the ability to process complex information, think creatively, and persuade others - is a critical skill. This module provides you with an in-depth understanding of strategy, helping you critically analyse real-world business decisions using contemporary strategic management thinking. This module supports the development of academic excellence through critical engagement with strategic management theories and practice, professional excellence by enhancing problem-solving and decision-making skills in real-world contexts, and global citizenship by encouraging reflection on the broader global contexts of firms’ strategic choices This module aims to:

1. Introduce you to foundational and contemporary theories and frameworks of strategic management
2. Develop your ability to critically analyse an organisation’s external competitive environment and its internal resources and capabilities
3. Explore how strategic decisions are formulated and implemented to strategically position an organization, manage strategic change and create sustainable competitive advantage
4. Examine the impact of emerging technologies, such as artificial intelligence, on the process and practice of strategic management
5. Develop your strategic analysis capabilities through critical engagement with real-world business case studies

Educational Aims

Upon successful completion of this module students will be able to:

1. Critically analyse the competitive environment and internal resources of an organisation using established strategic management frameworks.
2. Apply contemporary strategic management frameworks to critically evaluate real-world business decisions and challenges.
3. Evaluate how firms can position themselves in competitive markets, manage resources effectively, and adapt strategically to external changes.
4. Evaluate and justify viable strategic options for an organisation to create value and ensure long-term success.
5. Demonstrate a critical awareness of the transformative impact of artificial intelligence and other emerging technologies on the strategy-making process
6. Communicate a coherent and persuasive strategic analysis and set of recommendations, drawing upon theoretical concepts and evidence from case analysis.

Outline Syllabus

This module explores the core concepts of strategic management, focusing on how distinctive choices shape an organisation's direction and ability to create value for long-term success. Students journey begins by examining the evolution of strategy as a concept and how its definition is intertwined with broader economic and societal expectations regarding the role of corporations. Based on this, we explore foundational frameworks to dissect how firms position themselves in competitive markets and manage their unique resources. We explore a range of frameworks such as PESTEL and Porter’s five forces to analyse the external macro environment and industry structure. We will then apply theories like the resource-based view and dynamic capabilities to analyse a firm’s internal environment and the role of its resources in shaping its competitiveness. We also examine the important influence of culture and a wide range of stakeholders in shaping a firm’s strategic options. To illustrate these topics, we draw on diverse cases from the Global North and South which help in showing the contextual nature of strategy making and how strategic options can differ across cultures and economic contexts. A key theme of the module is preparing students for a fast-changing business environment. We will explore how firms adapt to external changes and, crucially, examine how artificial intelligence and other emerging technologies are transforming the process of strategy making, and models of value creation. The learning process is highly interactive, centred on case analyses and vigorous discussion where students will hone their strategizing skills: the ability to process complex information, think creatively, and persuade others. This learning sequence is designed to build students’ knowledge on how to tackle complex strategic challenges and make informed, impactful decisions.

Assessment Proportions

The assessment strategy is designed to develop both critical and practical understanding of strategic analysis and decision-making. It consists of two components:

• Assignment 1 (20%) is a group presentation where students conduct a strategic analysis of a chosen company. The task involves identifying current strategic issues the company is facing and proposing viable strategic options grounded in theory and evidence. This collaborative assignment supports the development of analytical, teamwork, and communication skills essential to strategic leadership.
• Assignment 2 (80%) is an individual open-book exam, which includes case study analysis and essay-style questions. This final assessment tests students’ ability to integrate core strategic concepts, apply them to complex scenarios, and produce coherent, well-reasoned arguments under exam conditions. The open-book, case-based format is intentionally designed to be inclusive by allowing students to draw on a range of resources better reflecting authentic professional strategic decision-making tasks. Pedagogically, the case method mirrors real-world strategic challenges, requiring students to analyse and justify decisions which are key to developing ethical problem-solving skills and professional judgement.

To support student learning, formative feedback is embedded throughout the module via interactive workshop activities and Q&A sessions. The workshops will provide a structured approach for students to work collaboratively on their group assessment. These learning opportunities are designed to help students engage deeply with the material, refine their strategic thinking, and achieve the module’s learning outcomes.

ENST6002: Scaling for Success

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to equip students with the strategic insight and leadership capabilities required to navigate and drive change within entrepreneurial organisations as they scale. Drawing on core themes from across the programme, students will critically examine the dynamics of leadership and organisational transformation through four key entrepreneurial scenarios:

1. The start-up phase
2. The growth phase
3. Strategic redirection
4. Crisis and recovery

Students will explore the complex realities, risks, and opportunities that entrepreneurs face during these phases, with a particular emphasis on the role of leadership in enabling sustainable and responsible growth. The module challenges students to go beyond conventional growth models by considering how entrepreneurial ventures can act as catalysts for positive change—economically, socially, and environmentally. By the end of this module, students will be able to:

1. Critically evaluate leadership theories and change management frameworks in the context of entrepreneurial ventures.
2. Analyse and apply strategic approaches to scaling businesses across different scenarios.
3. Assess the implications of leadership decisions on organisational sustainability, stakeholder engagement, and long-term impact.
4. Develop and defend strategic recommendations for navigating complex change in entrepreneurial settings.
5. Reflect on their leadership style and capacity to lead change in uncertain and dynamic environments.

Educational Aims

1. Integrate and apply interdisciplinary knowledge from across the degree to critically assess an organisation’s capacity and readiness for scaling and growth.
2. Select and apply appropriate analytical tools to evaluate leadership dynamics, organisational performance, and change potential.
3. Apply critical reflection as both a personal development tool and a strategy for evaluating leadership practices and decision-making.
4. Critically evaluate theories and frameworks related to sustainable change leadership, with attention to their practical application and limitations in real-world contexts.
5. Compare and apply reflective learning approaches, demonstrating an understanding of their role in leadership development and organisational learning.
6. Demonstrate effective collaboration and teamworking skills, including the ability to lead, contribute to, and reflect on group-based tasks and projects.
7. Design a context-specific action plan for implementing strategic change leadership, incorporating stakeholder analysis, risk assessment, and sustainability considerations.

Outline Syllabus

Themes and focuses:

1. Introduction to scaling and change leadership
2. Organisational readiness and change potential
3. Analytical tools for change leadership
4. Reflective practice and leadership development
5. Sustainable and responsible leadership
6. Growth and strategic redirection
7. Crisis leadership and resilience
8. Group dynamics and collaboration
9. Action plan development
10. Presentations and peer review
11. Reflection and module synthesis

Assessment Proportions

Two summative assessments:

• Group Project: Change Leadership Action Plan (40%). Assesses students’ ability to apply theory, use analytical tools, and collaborate effectively. Includes a written report and a presentation.
• Individual Reflective Portfolio (60%). Assesses critical reflection, personal leadership development, and integration of learning. Encourages deep engagement with reflective models and self-assessment.

ENST6003: Responsible Leadership, Gender and Inclusion

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to develop our students as a responsible and effective leaders who are able in their decision-making to balance the concerns of all stakeholders, including employees, society and the environment. Through close engagement with responsible leadership and social justice theories the module intends for students to gain a deeper understand of their own approach to leading and to become aware of the arguably “Western” and genderblind theoretical concepts that underpin leadership, gender and entrepreneurship. Entrepreneurs must lead their people and organisations if they are to be successful. Today’s global society requires leaders who are responsible, gender-aware and inclusive, hence the need to develop a critical lens to support the entrepreneurial leadership practice of our students. Exploring the impact of leadership on gender and diversity in business gives students the opportunity to reflect on their own perceptions of leadership and gender and how their career/entrepreneurial aspirations and chosen industry may be influenced by such perceptions in their country context.

Educational Aims

Upon successful completion of this module students will be able to…

1. Explain and critique theories and models relating to responsible leadership, gender, equality and inclusion
2. Apply their knowledge to current case studies and present evidence of the impact of responsible leadership, gender and diversity on entrepreneurship in a global context
3. Reflect on and discuss how they have learned to lead and how issues of diversity and inclusion raised during the module will impact their practice as leaders and entrepreneurs
4. Demonstrate a detailed cross-cultural awareness and reflective criticality in understanding the impact of global business environments on women and minority communities

Outline Syllabus

Students will first be challenged to reflect on and explain their personal implicit theories of leading and leadership. The relational, cultural and historical influences on these implicit theories will be discussed and highlighted, before introducing students to ideas, theories and models of responsible leadership with a focus on global entrepreneurial contexts. The module will then explore the historical foundations of entrepreneurship, critically reviewing approaches to entrepreneurship theory, methodology, policy and practice through a contemporary gendered perspective. The module will provide an insight into the diversity of the entrepreneur and the embeddedness of entrepreneurship within gendered economic, political and societal contexts, particularly exploring the gendered implications within established theories of leadership and entrepreneurship. It also highlights the importance of gender and diversity within organisations for their sustainability and prosperity in an increasingly globalised world. The students will study entrepreneurial motivations through the lens of necessity, emancipation and flexibility for fatherhood/motherhood. Concepts such as intersectionality, femininities and masculinities, social justice, and diversity and inclusion within the leadership and entrepreneurship literature will be explored, asking students to reflect on their implicit understanding of what it means to be a responsible leader in light of these new perspectives. The module will draw on the UK Equality Act 2010 and the UN Sustainable Development Goals (particularly goals 5, 8, 10 and 16). The graduate attribute of academic excellence will be developed through engagement with the critical nature of the gender and leadership theories used in the module. The professional excellence graduate attribute is developed through students gaining a reflective understanding of their implicit beliefs about leadership and gender. The module context allows for a focus on global examples of leadership and entrepreneurship.

Assessment Proportions

Summative assessment will ask students to write a reflective essay which analyses their beliefs against academic theories relating to gender, diversity and inclusion. From this, students will produce a magazine article in which they demonstrate their awareness of how they have learned to lead and how a detailed understanding of gender and inclusion will change their future practice of leading people and organisations.

ENST6004: Entrepreneurial Masterclass

• Terms Taught: Lent / Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module is designed to immerse students in the realities of managing and leading entrepreneurial ventures through direct engagement with leading academics, experienced entrepreneurs and business leaders. By participating in a series of interactive masterclasses, students will gain critical insights into contemporary entrepreneurial practices, ethical leadership, innovation, sustainability, and the complexities of global business environments. This module aims to deepen students' understanding of entrepreneurial and business management theory, concepts and models by applying them to real-world contexts, thereby enhancing their critical analysis, strategic thinking, opportunity recognition, and problem-solving skills. Through exposure to diverse industry speakers, including Lancaster University Management School’s UK and internationally based Entrepreneurs and Leaders in Residence, students will be encouraged to critically evaluate current global business issues and reflect on their practical implications. Aligned with the programme’s learning outcomes and graduate attributes, the module fosters academic excellence by integrating prior subject-specific knowledge with real world experience. It promotes academic and professional excellence by equipping students with theoretical knowledge, practical application, communication, leadership, and analytical skills essential for graduate employability. Furthermore, the module cultivates global citizenship by encouraging inclusive and sustainable thinking and fostering cross cultural awareness. By participating in this masterclass series, students will not only advance their entrepreneurial capabilities but also develop as reflective, responsible, inclusive and adaptable professionals, prepared to contribute meaningfully in diverse, complex, and evolving global contexts.

Educational Aims

Upon successful completion of this module students will be able to…

1. Analyse and apply coherent and detailed knowledge of entrepreneurial theory and practice,?informed by prior study and research, to critically evaluate the approaches shared by guest speakers and practitioners during the masterclass series.
2. Demonstrate an ability to deploy accurately established techniques of analysis and enquiry?to identify and critique emerging entrepreneurial and global business theory, practice and concepts discussed within the series.
3. Apply methodologies and techniques to review, consolidate, and extend understanding of ethical and responsible leadership, evaluating how these concepts were addressed by contributors and considering their application in complex, real-world contexts.
4. Critically reflect on and evaluate personal learning and professional development?through engagement with the series, producing insights into the strategic challenges, opportunities and innovations facing entrepreneurial leaders.
5. Apply analytical and evaluative skills to synthesise themes from across the masterclass content, drawing on theory, models and practical examples to inform critical thinking and entrepreneurial decision-making.
6. Communicate effectively and professionally, articulating inclusive, ethical, and globally informed perspectives developed throughout the module.

These MLOs are intended to scaffold student learning through reflexive, analytical, and practical engagement, while also preparing them for graduate-level professional and academic standards.

Outline Syllabus

The Entrepreneurial Masterclass is an integrated final-year module designed to bring together the theory, concepts, and critical perspectives students have developed throughout their programme. Rather than introducing new frameworks, the module encourages students to apply, interrogate, and reflect on prior learning through the lived experiences of entrepreneurs, business leaders, and academics across a diverse range of contexts. At the heart of the module is a commitment to experiential learning and social relevance. Students engage with guest speakers from both traditional business sectors and the social and solidarity economy (SSE), including cooperatives, social enterprises, mutual aid networks, and community-based ventures. These voices, from both UK and global contexts, offer insight into entrepreneurship not only as a commercial pursuit but also as a conduit for equity, inclusivity, and systemic change. The SSE is presented as a critical response to the dominant narratives in business education, by foregrounding collective ownership, democratic governance, and social justice. Themes such as responsible leadership, innovation under constraint, and resilience in uncertain environments are revisited through these stories, deepening students’ critical and practical understanding. A field trip reinforces this by immersing students in live entrepreneurial contexts Reflexive seminars and online learning activities enable students to identify and synthesise themes across the module. The final assessments of a reflective podcast or article and a professional dialogue, allow students to articulate their personal, academic and professional development, showing how they have evolved into ethically aware, globally minded, and socially responsible future leaders.

Assessment Proportions

Assessment is constructively aligned with the MLOs and encourages critical synthesis, professional communication, and reflexive practice. Students are assessed through academic rigour, active engagement, reflexivity and professional dialogue. Masterclass attendance enables real time engagement with guest stories, through active listening, questioning and discussion. Therse interactive methods foster dialogue, critical reflection and a shared understanding which is at the heart of dialogic education. Assessment design considers common barriers by offering a choice of format, scaffolded preparation, and opportunities for peer and tutor feedback. Formative assessment is built into weekly seminars, where students test ideas, receive feedback, and build efficacy leading up to their final submissions. By integrating reflexivity, diversity, applied learning, and future-facing themes, this module prepares students to become critically aware, responsible, and adaptable leaders ready to contribute to a rapidly evolving global landscape.