Module Code: BMA5110-20

Module Title: ENTREPRENEURSHIP

Assignment: S2. Reflections on a fundraising event

Deadline: 19-May-24

Before 5 pm

Contribution to Module Mark: 40% of overall grade

S1 Assessment Brief

Assignment brief
Experiential Learning: This assessment focuses on the action-based learning experience of a
‘real life’ enterprise, which involves conceiving, producing, and trading a product at a
charitable fundraising trade fair.

Task: Teams will conceive, plan, and implement an idea for the fundraising event: they will
ideate a ‘business concept’, conduct market research, design a marketing strategy, source
all necessary inputs, design and implement the ‘production process’, sell the product and
serve customers at the trade fair (all students must take active part during event).
The fundraising event will take place either in person or online. Details TBC.
Teams will need to keep an accurate record of their activities, including completing meeting
minutes, prepare a budget, track its execution, and account any revenues and expenditures.
This documentation would be relevant in preparing the reflective presentation.

Working environment: Students will organise into groups of no more than six members,
which will develop, execute, and present their own original projects for the fundraising
event. Teams will need to work on their projects during seminar sessions, when they may
receive mentoring and support from module tutors and fellow students; therefore, all the
members of a group should be in the same seminar group.
All team members must participate actively in the task, and will receive a “fail” mark if there
is evidence that they do not so. Students will be asked to complete a brief questionnaire
evaluating the contribution of the members in their team; this peer assessment will be used
to adapt marks based on individual contributions to the team (see ‘Assessment’ section
below).
Groups should share an online folder with the module leader, in which they will save all the
documentation they may generate during the activity (budgets, planning, drafts, meeting
minutes, etc.).

Budget and funding: In order to ensure a level playing field, students are only allowed to
contribute up to £10 per person max. to funding the group activities. This is not a
requirement however and teams are encouraged to seek other sources of funding and
material support for their event, whenever necessary (e.g. sponsorship, free merchandise,
etc.). All sources of funding must be adequately documented and should be discussed with
module tutors.

Legal and ethical requirements and restricted activities: Groups need to ensure that they
comply with all legal requirements for the activities they conduct. Whenever relevant, they
should also take into consideration the ethical implications of their activities. For reference,
students should check the following online resource:
https://www.gov.uk/government/publications/can-do-guide-for-organisers-of-voluntary-
events/the-can-do-guide-to-organising-and-running-voluntary-and-community-events.
Activities at the fundraising event must not involve selling alcohol, tobacco products,
weapons (obviously!), or any other activities requiring a licence, potentially offensive,
ethically questionable, or against Bath Spa University rules. All projects must gain explicit
ethical approval from the module leader, whose decision will be final.
All proceedings from the fundraising event will be donated to the charity (or charities), this
year’s charity is Julian House, a homeless charity in Bath.

Assessment: After the event, groups will need to prepare and deliver a 15-minute

reflective presentation describing the learning process and outcomes of the task, followed
by a short Q&A session. The presentation will involve two parts:
a) A 5-minute playback of a video or photo diary showing and explaining the overall
process, from ideation to completion of the task.
 b) A 10-minute live pitch by the team members. Students are free to choose any
support materials they want to produce (PowerPoint, Prezi, poster, animations, etc.).
Keep them relevant, and interesting!
The presentation is the actual piece to be assessed. Any students not attending their team’s
presentation will not have completed the assessment and will receive a “fail” mark.
The actual financial performance of each group will not be evaluated. Marks will be based
on the quality of the reflective account, pitching skills, and the planning and
operationalization of the event. For further details, see the evaluation rubric below.
Please note that this is a group assessment, and marks will essentially be based on the
quality of the group’s work. However, we may adapt individual marks in case there is
evidence of significant differences in the performance of team members.
 ASSESSMENT CRITERIA
Criteria Fail (0-39%) D (40-49%) C (50-59%) B (60-69%) A (70-85%) A+ (86-100%)
Poor quality Satisfactory quality Sound quality Good quality Excellent quality Outstanding quality

Reflective practice (30%) The presentation is eminently There is some evidence of reflection The group has tackled most The group shows meaningful and There is evidence of remarkable As of A, but reflection is
descriptive, with no noticeable and problem solving, although most problems effectively; there is effective problem-solving. reflection skills and substantial exceptionally comprehensive,
Looking for evidence of evidence of reflection, problem lessons learned are superficial, or logic evidence of a learning journey, Reflection is substantiated and learning. Analysis and evaluation intelligent, and insightful. Eye-
meaningful reflection, problem solving, and learning. is seriously flawed. despite some significant gaps or logically consistent, if not always are insightful; The group is able to opening.
solving, and experiential logical flaws. insightful. reflect beyond the specific
learning. Lessons learned build Models of reflection and Reflective practice draws, to a limited experience and draw highly
on consistent rationale and experiential learning are not used extent, from valid models, which they Reflection is of variable depth There is evidence of significant relevant and generally applicable
good use of academic models in any meaningful way. are not fully understood and draws partially on models experiential learning. lessons.
on reflective practice. that are properly understood.

Planning and execution (50%) Activities are ill planned, The group complete the set tasks There is evidence of planning and The task is carefully planned and There is strong evidence of lots of As of A, but the completion of the
executed, and documented. Little adequately, but with room for smooth execution of the task, executed, as reflected in the thought and research in every task clearly exceeds expectations
Looking for evidence of student thought goes into key decisions. improvement in planning and which is adequately documented documentation. There is evidence step of the process. Decision- and is up to the standards
engagement with the task, Team members show insufficient execution. Documentation is Decisions are partially that decisions draw from making is mindful; all team required for a successful real new
careful planning, competent commitment to the task. Major incomplete. Key decisions are not substantiated on research. Team thoughtful consideration of the members have been very business. Faultless.
implementation, attention to problems with timing, substantiated. Organization is members show sufficient alternatives available. Good committed to generating creative
detail and effective teamwork organization, and teamwork. hindered by limited commitment of commitment, but minor organization, with well-defined alternatives and systematically
Messy. group members. organization problems affect the roles and commitments of the evaluating them.
outcomes of the activity. team members ensure seamless
execution. Execution is highly professional.

Communication skills (20%)
Looking for clear, confident,
effective, and engaging verbal
and visual communication,
with materials produced to a
high standard.
Major problems in terms of Key messages are reasonably The pitch and materials are Clear, confident, and appropriate Pitch is not just effective, but also As of A, but the video and the
clarity, confidence, or conveyed, but there are problems adequate, and properly pitch, despite some minor highly engaging, enthusiastic, and delivery of the presentation are
communication style. Key with structure, clarity, and format of
structured, despite some gaps shortcomings. Communication is original. Group members extraordinarily brilliant, creative,
messages are missing or pitch, video, or materials. overlaps, and minor formal effective and engaging. Both evidence professionalism. Video and original. Inspirational.
confusing. There is a sense of lack Communication is not engaging and problems. Communication is content and production of and other materials are very
of preparation. lacks confidence. effective, but only moderately materials and video are good. helpful and produced up to
engaging. Video and materials professional standards.
Materials and video are poor, and The group provides valid, but not fully are effective, but production is The group provides sound,
do not help communication. satisfactory answers to questions. unremarkable. substantiated answers to Answers to questions are
questions. focused, thoughtful, and
The group does not perform The group provides satisfactory, clarifying.
under questioning albeit incomplete, answers to
questions.
Marking criteria

Qualities for sound, good, excellent and outstanding classifications include all lower classification-qualities.