Innovation entrepreneurship and technology

as soon as possibleurgent

MASTER OF BUSINESS ADMINISTRATION WITH PG CERT

NAME: SAI KUMAR PADURU

STUDENT ID: 199214905

COURSE TITLE: PGBM150 INNOVATION ENTREPRENEURSHIP AND TECHNOLOGY TRANSFER

DATE: 01-07-2020

PROFESSOR: MANAL GHOSH

University of Sunderland, ST .Peters campus

TROLLEY THEMED CASUAL DINING

I have an idea of starting a business in Restaurant Industry where my restaurant will be an inspiring one and combining with wide ranging atmosphere with excellent and interesting food. Focus in having a great selection of food and well organized customer service.

STYLE:

It is a casual dining restaurant where it has casual ambience and with lot of space for seating and mostly it is a good place for the family or reunions of the friend groups and comfortable in laid backing seats.

INNOVATION:

A multi cuisine family restaurant which is planned to be based on the trolley theme. In the proposed theme food which will be prepared in the kitchen is placed on trolley and then directed to service towards the customers based on the order given directly to the table.

CONCEPT:

Restaurant mainly focus for dining purpose and family, and the customers greeted by the hosts and the attire of the restaurant is casual with lounge and bar facilities will be provided. Bean bags will be provided in lounge and orders that can make through server.

LOCATION:

The space should in appropriate location, and if it is a start up that costs mostly expensive for the furniture, painting, equipment, interior design, start up labor and legal certifications costs that are included in starting a restaurant business.

And I would like to start the business in three to four locations which is in cities, small towns and the tourist places where customers can explore the taste and quality of food with the affordable price.

Competitive Advantage: Extraordinary Design, Indian Classic Menu, Chef stock incentive program, Feedback from the customers in restaurant and outer sector marketing campaign i.e., advertising and promoting in towns. Employee training etc.,

MARKETING:

Marketing Strategy promotes wide ranging food, superior service and interesting concepts to braw the customers attention.

· Customer service

· Promotions and Advertising

· Media Marketing

· Distribution of Pamphlets

· Advertisements in newspapers, Local Channels

· Hoardings and posters in the sectors.

SALES:

I follow the high-quality standards and hygienic food service, atmosphere and speed. Employee Hiring, Monitoring the quality, interacting with the customers to get a feedback, Evaluating the food choices for popularity.

FINANCIAL ANALYSIS:

The financial analysis is a critical or vital factor to the success of business. With a logical and creative and futuristic thinking managing of funds would be done with a great ease.

CONCLUSION

Trolley themed Casual dining restaurants provide the firms or industries with a very good and positive feedback in terms of dining experience to the customers. My idea is to grab the customers attention with high quality food and an attractive dining experience and ambience with good strategic management and with the creative thinking.

SUNDERLANDBUSINESS SCHOOL

Module Guide PGBM 150

2019 / 2020

Innovation Entrepreneurship & Technology Transfer

Module Leader: Dr Derek Watson

Email:

derek.watson@sunderland.ac.uk

Module Tutor: Manal Ghosh Email:manal.ghosh@sunderland.ac.uk

TEACHING AND LEARNING METHODS

Normally the delivery pattern for this module will be made up of 60 hours contact time including lectures, workshops, tutor support and plenary sessions.

Lecture 20 x 1 hour (every week for 10 weeks) = 20 hours

Workshop 20 x 2 hours (every week for 10 weeks) = 40 hours

Self-directed study = 240 hours

Total = 300 hours

Assessment 001

Students will submit a 3000 word Journal Paper (+/- 10%) on an individual piece of research on the Innovation, Entrepreneurial & Technology Transfer themes relevant to an organisation / market sector of their choice and show how recommendations for improvement and change could be implemented. Students will submit an outline proposal of 300-400 words by week 3 of the module programme and formative feedback will be given to guide the students in line with the module aims.

PGBM150 Innovation Entrepreneurship & Technology Transfer Summative Assessment.

The assessment has been specifically designed to accommodate the students varying commercial knowledge and understanding of module content. Hence:

Students will be required to conduct either a :-

Option 1. Research a business related theme from the module scheme of work and produce

an individual academic report.

Option 2. Secure a live organisation, to manage an innovation project and produce a

reflective log

Assessment

The assessment of this assignment will cover all of the following learning outcomes:

Knowledge

K1 Critically analyse the management of innovation and technology transfer as a core business process.

K2 Critically evaluate the choices and challenges in building and managing an innovative organisation.

K3 Reflect upon and critically evaluate the key attributes in capturing learning from Innovation and technology transfer.

Skills

S1 Demonstrate an ability to critically appraise theories of managing innovation and technology transfer in the 21st century.

S2 Evaluate the assessment of viable concepts, models and techniques in order to identify ease of transmission for the adoption and/or application of managing innovation and technology transfer.

Formative feedback

In week 3 of the module you will submit a formative proposal of 300-400 words detailing:

· Your choice of organisation or theme for investigation, and your proposed managing innovation and technology Transfer project and key challenge

· How you will address each learning outcome

You will receive formative feedback to guide you in line with the module aims.

Option 1. Research a business related theme from the module scheme of work and produce

an individual academic report.

Word Count 3000 Words

Option 1 is a research based assessment in which students must familiarise themselves (i.e. reading and reflecting on current journal articles) with a current theme from the module scheme of work. Student will then be required to write an academic report in the form of a journal paper.

The submitted paper must critically debate a current theme and be supported with company examples.

Guidance

The academic report in the form of a journal paper, excluding appendices, should be 3000 words in length.

For your guidance, it will consist of:

a) An introduction in which you introduce the theme that you are investigating, clearly emphasising its importance.

b) A detailed methodology of the analytical approach you are taking, demonstrating a critical understanding of managing innovation and technology transfer theme.

c) A section on your findings includes a critical evaluation, detailing the theme selected its implications and company examples.

d) Conclusions and commercially viable solutions.

e) Throughout the report, you must integrate theory with practice, critically evaluating your findings.

f)

All sources must be cited correctly in accordance with the Harvard system of referencing.

Option 1 is intended to give you an opportunity to show that you are capable of applying your knowledge of managing innovation and technology transfer, not only in describing the issue faced by the commercial sector, but also in explaining it and justifying your proposed actions for improvement.

For general assessment criteria see appendix 1.

Option 2. Secure a live organisation, to manage an innovation project and produce a

reflective log.

Word Count 3000 Words

Option 2 is directed at students with commercial experience and those who have access to a suitable organisation.

Whilst the questions states ‘to manage an innovation project’ we appreciate that due to time constraints and organisational access, it would be quite acceptable if students assumed the role of a consultant, team play, or observer. If student are unsure then they are encouraged to liaise with their tutor.

This task requires students to document a key challenge an organisation is experiencing whilst implementing an innovation project. It is recognised that whilst a student will identify a core issue there will no doubt be a series of symptomatic issues which will also need to be addressed.

Guidance

The reflective log, excluding appendices, should be 3000 words in length.

For your guidance, it will consist of:

a) An introduction in which you introduce the theme that you are investigating, clearly emphasising its importance both academically and commercially.

b) A detailed methodology of the analytical approach you are taking.

c) A reflective commentary documenting the challenge identified within the project and clearly evidenced with academic underpinning throughout.

d) Personal reflections and commercially viable solutions to overcome the identified challenge.

e) All sources must be cited correctly in accordance with the Harvard system of referencing.

PGBM150 Innovation Entrepreneurship & Technology Transfer – MODULE GUIDE 2020 – 21

7

Generic Assessment Criteria – Postgraduate

These should be interpreted according to the level at which you are working

Categories

Grade

Relevance

Knowledge

Analysis

Argument and Structure

Critical Evaluation

Presentation

Reference to Literature

Pass

86 – 100%

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85%

The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality.

70 – 75%

The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

60 – 69%

Directly relevant to the requirements of the assessment

A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein

Comprehensive analysis – clear and orderly presentation

Well supported, focussed argument which is clear and logically structured.

Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.

Well written, with standard spelling and grammar, in a readable style with acceptable format

Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material.

50 – 59%

Some attempt to address the requirements of the assessment: may drift away from this in less focused passages

Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance

Significant analytical treatment which has a clear purpose

Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)

May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.

Competently written, with only minor lapses from standard grammar, with acceptable format

Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of source material.

40 – 49%

Some correlation with the requirements of the assessment but there are instances of irrelevance

Basic understanding of the subject but addressing a limited range of material

Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose

Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms

Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic

A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader

Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point.

Fail

35 – 39%

Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms

A limited understanding of a narrow range of material

Largely descriptive or narrative, with little evidence of analysis

A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence

Some evidence of a view starting to be formed but mainly derivative.

Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style

Barely adequate use of literature. Over reliance on
material provided by the tutor.

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.

30 – 34%

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.

15-29%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

0-14%

The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.