LILLBEAELT ACADEMY CURRICULUM Bachelor of Innovation & Entrepreneurship. Curriculum Bachelor of Innovation & Entrepreneurship

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1 Curriculum Bachelor of Innovation & September 2014 e 0

2 Table of Contents Table of Contents Curriculum Framework Provisions on Effective Date Transitional Provisions Admission to the Program Program Requirements Professional Criteria for Admission Core Areas of the Program Content and Learning Aims: Innovation and Development Content and Learning Aims for Core Area: Management and Network... 8 Weighting: 10 ECTS Compulsory Educational Components Content and Learning Aims: Creative and innovative processes Content and Learning Aims: Business proposition Content and Learning Aims: Philosophy of Science and Methodology Content and Learning Aims: Project management and network Content and Learing Aims: Corporate management Content and Learning Aims: Growth Content and Learning Aims: Change management Assessment Internship

3 51. Learning Aims for Internship Bachelor Project Requirements for the Bachelor Project Linguistic Skills Learning Aims Assessment Overview of Examinations Credit Credit for Elective Educational Components Advanced Credit Rules on Dispensation The Program Requirements for Admission General Expectations to the Students Program Superstructure Clarification of Specific Educational Components General Examination Regulations General regulations Admission to exams Ordinary exams Re-examination Illness Absence from an exam

4 14.3 Exam procedure Exam participation Types of exams Identification Use of aids During the exam Handing in written exam papers Cheating and use of sources Violation of the Examination Regulations Language used in the exam Special conditions Late attendance Errors and omissions in exams Spelling and writing skills are included in the overall assessment of the exam Complaints and appeals Appeal against decision of complaint Exam results Implementation and transitional provision Examination Regulations for Specific Program Parts Applied Teaching and Work Methods Guidelinies for Differentiated Teaching Rules on dispensation References to current legislation

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6 1. Curriculum Framework 1.1 Provisions on Effective Date The curriculum comes into effect for students who begin their studies in September 2014 and the joint part applies to the following institutions: Erhvervsakademi Aarhus Erhvervsakademiet Lillebælt Cphbusiness Erhvervsakademi Sjælland 1.2Transitional Provisions The joint part of the curriculum comes into effect 1 September 2015 and applies to all students who are or who later become admitted to the program and the examinations that begin on the date mentioned or later. The joint part of the curriculum from September 2014 becomes invalidated from 31 August However, any examinations begun before 1 September 2015 must be completed according to this joint part of the curriculum by 30 June Admission to the Program 2.1 Program Requirements Admission to the program will be given according to ministerial no of 16 December 2013 on admissions to academies of professional higher education. Ministerial orders can be found at 2.2Professional Criteria for Admission Completion of an AP Degree academy program or the equivalent fulfills the formal requirements to the Bachelor of Innovation and program. Admissions to the program strive to cover as wide a composition of graduates from various AP Degree programs as possible. The aim of the program is for students to work with innovation and entrepreneurship in interdisciplinary environments. Applicants are assessed and given points according to the following criteria: 5

7 - Grade point average from the qualifying program - Motivation (expressed via the application and possible contingent interview) - Relevant work experience 3. Core Areas of the Program The program comprises the following core areas: Core Area: ECTS Innovation and Development 25 Management and Network 10 Corporate Management 10 Weighting: 25 ECTS 3.1Content and Learning Aims: Innovation and Development Content The aim of this core area is to develop the students entrepreneurial mindset in order to be able to manage the creative and the unpredictable and to be goal-oriented and structured in their work. In this connection, the student must also gain insight into his/her own strengths and weaknesses in relation to creating the best solutions in collaboration with others. The core area must furthermore give the students skills and competences for identifying possibilities as well as creating and developing business ideas firmly based in methodology in order to start up sustainable companies or activities in existing companies and organizations. 6

8 Knowledge have knowledge based on the development of the theory and methodology within the discipline: Innovation and understand and be able to reflect on the significance of innovation and entrepreneurship as elements of the development of the individual, the company and society have knowledge based on the development of the practices within creative and innovative processes and how to apply them understand and reflect upon sources of innovation be able to demonstrate knowledge about and insight into the processes from conception to sustainable project, business area or enterprise have knowledge based on the development of methods for identifying and evaluating opportunities be able to demonstrate knowledge based on the development of practices related to growth in already established companies and reflect upon the tools and methods for analysis, evaluation and development of strategic business and growth possibilities be able to understand and reflect upon the primary paradigms of the theory of science in relation to innovation and entrepreneurship Skills be able to apply central theories and methods as well as master relevant skills related to innovation, development and growth be able to analyze and assess how innovation and entrepreneurship impact the development of society, businesses and individuals be able to analyze, assess and apply creative and innovative relevant processes be able to assess, substantiate and choose relevant channels from concept to sustainable project, business area or enterprise be able to identify, analyze and assess potential possibilities within innovation and entrepreneurship as well as communicate these to potential partners be able to assess, substantiate and choose strategic growth possibilities for already established companies and communicate these choices to potential partners be able to assess and solve specific issues within innovation and entrepreneurship from a scientific and methodological perspective Competences be able to identify his/her own learning needs and keep abreast of the development of the subject and continuously develop own knowledge, innovative and entrepreneurial skills and competences be able to handle complex and development-oriented situations in connection with the identification, critical assessment and development of possibilities 7

9 independently be able to engage in collaboration across disciplines and take responsibility for developing and managing innovative processes independently and/or in collaboration with others be able to manage the process of starting own activities or development projects independently and/or in collaboration with others be able to manage the process for development and growth in an already established company be able to develop science-based projects, development plans and market studies based on complex and development-oriented issues 3.2 Content and Learning Aims for Core Area: Management and Network Weighting: 10 ECTS Content The purpose of this component is to provide the students with the necessary tools to convert ideas and opportunities into specific projects, and with insight into their own strengths and weaknesses, to be able to establish partnerships and networks that can make it possible to realize their ideas and opportunities. Moreover, the students should be able to manage change processes in companies with growth potential. Knowledge have knowledge about and understanding of theories and methods regarding organizational establishment, networking, project management and change management have knowledge about the significance of corporate culture and values for the development of companies and projects be able to reflect upon practice in relation to organizational establishment, professional networking, project management and change management from a theoretical perspective be able to reflect upon various theories, concepts and methods in relation to solving specific challenges within project management, networking and change management Skills be able to plan and manage a project based on relevant theory and project models be able to prepare relevant organization of a company be able to apply relevant network models and methods in connection with constructing and maintaining a professional network be able to manage the company s communication in relation to the establishment and development of the company be able to participate in managing change processes 8

10 Competences be able to independently establish, develop and handle networks professionally on a strategic, tactical and operational level be able to collaborate and assume responsibility for organizing and manageing a company and projects be able to handle the operational and management challenges in connection with growth based on key theories, concepts and methods that relate to change management be able to identify his/her own learning needs and develop knowledge, reasoning abilities, skills and competences in relation to establishing and carrying out projects. 3.3 Content and Learning Aims for Core Area: Corporate Management Weighting: 10 ECTS Content The purpose of the core area is to establish a common foundation in order to communicate professionally and make decisions regarding the business aspects of the start-up and operation of a company. Moreover, the aim is to gain insight into personal strengths and weaknesses in relation to creating the best solutions in collaboration with others, including being able to learn from peers while contributing with own skills in joint project work focused on establishing and developing existing companies. Knowledge have knowledge and understanding of the key management areas for business start-ups have knowledge about making a sales and marketing plan know and understand key models and methods for building customer relations have knowledge about the company s supply chain know and understand key models for managing company finances, including cash flow be familiar with different financial systems and understand their applicability to the start-up be able to understand the relevance of IT for the start-up, including IT systems and e-commerce have knowledge of legal issues relating to customer and supplier collaboration 9

11 have knowledge of various types of visualization of products and concepts Skills be able to participate in implementing a marketing and sales plan be able to make decisions regarding relevant financial management systems be able to justify and select IT systems for a start-up business be able to make decisions related to e-commerce be able to use social media in connection with the development and operation of the company be able to perform basic visualization in connection with communicating business ideas Competences be able to collaborate with others with different professional backgrounds on the establishment of a business and its further operation be able to reflect on the opportunities and challenges in connection with establishing and operating a company and make decisions regarding personal contributions to the process 4. Compulsory Educational Components The compulsory educational components of the program are: 1. Creative and innovative processes (5 ECTS) 2. Business proposition (5 ECTS) 3. Science of theory and methodology (5 ECTS) 4. Project management and network (5 ECTS) 5. Corporate management (10 ECTS) 6. Growth (10 ECTS) 7. Change management (5 ECTS) Total: 45 ECTS 10

12 4.1 Content and Learning Aims: Creative and innovative processes Weighting: 5 ECTS Content The aim is to develop the students entrepreneurial mindset in order to be able to manage the creative and the unpredictable and to be goal-oriented and structured in their work. In this connection, the student must also gain insight into his/her own strengths and weaknesses in relation to creating the best solutions in collaboration with others. Learning Aims: Knowledge have knowledge of theory and methodology within the discipline: Innovation and entrepreneurship have understanding of and the ability to reflect on the importance of innovation and entrepreneurship as elements in the development of the individual, the company and society have knowledge from development-oriented practice of the creative and innovative processes and their application have knowledge about and insight into processes from concept to sustainable company Skills be able to apply key theories and methods from the profession be able to analyze and assess how innovation and entrepreneurship have impact on the development of society, the company and the individual be able to identify issues within certain areas, gather professional knowledge and initiate creative processes based on the issues be able to analyze, assess and apply creative and innovative relevant processes Competences be able to handle complex and development-oriented situations in connection with idea development, idea screening and assessment independently be able to engage in professional collaboration across disciplines and take responsibility for the development and management of creative processes 11

13 4.2 Content and Learning Aims: Business proposition Weighting: 5 ECTS The aim is to develop the students entrepreneurial mindset in order to be able to manage the creative and the unpredictable and to be goal-oriented and structured in their work. In this connection, the student must also gain insight into his/her own strengths and weaknesses in relation to creating the best solutions in collaboration with others. The aim of the component is moreover for the student to be able to master the skills necessary for identifying and taking advantage of possibilities and to prepare an innovation plan. Knowledge have knowledge of innovation sources have knowledge of and insight into the processes from idea to sustainable company have development-based knowledge of methods for identifying and assessing opportunities have understanding of and the ability to reflect on various business opportunities have knowledge about the content and nuances of various types of business plans and business models Skills be able to identify, analyze, assess and communicate opportunities with potential within innovation and entrepreneurship be able to assess, justify and select relevant routes from concept to sustainable project, business area or enterprise be able to assess and communicate various business opportunities to stakeholders be able to justify the choice of model for the business model as well as master the skills needed to prepare it be able to prepare an innovation plan Competences be able to handle complex and development-oriented situations in connection with identification, critical assessment and development of opportunities independently be able to engage in professional collaboration across disciplines and take responsibility for the development and management of creative processes independently and/or in collaboration with others be able to manage the process of starting his/her own activities or development projects 12

14 4.3 Content and Learning Aims: Philosophy of Science and Methodology Weighting: 5 ECTS Objective: The objective is to qualify the student to be able to analyze, understand and assess the applicability of paradigms, theories, methods and techniques in relation to innovation and entrepreneurship. Furthermore, the objective is to understand, analyze and apply basic aspects regarding scientific work methods, including information searching and gathering and the assessment thereof, aimed at communicating the analyzed information within innovation and entrepreneurship on an academically scientific level. Knowledge have fundamental knowledge of the primary paradigms and theories in the theory of science and how they impact innovation and entrepreneurship have knowledge about the methodological implications of the theory of science and about methodological approaches that support the generation of reliable and valid knowledge Skills be critical of the theory of science and be able to discuss what knowledge is, how it can be generated and how it interacts with innovative and entrepreneurial practice be able to reflect on and discuss the theory of science in connection with the production of data and knowledge be able to work with professional innovative and entrepreneurial issues in a scientific and methodological perspective in connection with writing projects and reports be able to produce, gather and prepare data and to be critical to existing or new empirical data, including familiarity with scales of measurement and the ability to evaluate the timeliness, validity, reliability and generalizability of data be able to prepare scientifically based projects including the ability to clearly communicate the choice of research design, research results and solutions proposals, etc. in context Competences be able to transform theoretical choices and methods into valuable innovation processes 13

15 be able to reflect on the significance of various theoretical approaches and to design and prepare value-added reports about innovation and entrepreneurship 4.4 Content and Learning Aims: Project management and network Weighting: 5 ECTS Content The purpose of this element is to provide students with the tools necessary for converting ideas and possibilities to specific projects and companies. This includes establishing and using networks with relevant stakeholders. Knowledge have knowledge about and understanding of theories and methods on the establishment of organizations, networks and project management be able to reflect on practice in relation to the establishment of organizations, professional networks and project management Skills be able to apply relevant theories and project models in connection with planning and managing projects be able to develop an appropriate organization for a company be able to apply relevant network models and network methods in connection with creating and maintaining professional networks Competences be able to collaborate and assume responsibility for organizing and managing companies and project independently be able to establish, develop and handle networks professionally at a strategic, tactical and operational level 4.5 Content and Learing Aims: Corporate management Weighting: 10 ECTS The learning aims for the compulsory educational component Corporate Management are the same as for the core area Corporate Management (see 3.3). Therefore, the same learning aims from the core area will be tested in the exam pertaining to the educational component. 14

16 4.6 Content and Learning Aims: Growth Weighting: 10 ECTS The aim is to develop the students entrepreneurial mindset in order to be able to manage the creative and the unpredictable and to be goal-oriented and structured in their work. In this connection, the student must also gain insight into his/her own strengths and weaknesses in relation to creating the best solutions in collaboration with others. The purpose of the educational element is furthermore to enable the student to identify, assess and deal with strategic growth opportunities for an established company. Taking the company s development stage as a point of departure, the student must be able to assess, justify, select and implement the structure needed to support growth. Knowledge have knowledge about development-based practice for growth in new and already established companies have knowledge about methods for analyzing, evaluating and developing strategic business and growth possibilities have knowledge about different financial alternatives be able to reflect on the role and composition of the advisory board and the board during various stages of the company s development Skills be able to identify, analyze, assess and mediate potential opportunities within innovation and entrepreneurship be able to assess, justify, select and mediate strategic growth opportunities for new and established companies be able to identify and assess risks connected to strategic growth opportunities be able to assess, justify and select various financing opportunities and offers be able to argue for the choice and composition of the advisory board and boardcompetences be able to handle complex and development-oriented situations in connection with identification, critical assessment and strategic application of growth opportunities independently and/or in collaboration with others be able to manage the process of starting one s own activities, development projects and companies 15

17 4.7 Content and Learning Aims: Change management Weighting: 5 ECTS Content The aim of this component is to provide the student with the necessary tools for handling the transition from start-up to growth company, and to be able to perform innovative projects in already existing companies. Knowledge have knowledge and understanding of various theories and methods regarding organization development and managing change processes have knowledge about the significance of corporate culture and values for change processes and intervention opportunities be able to reflect on theories, concepts and methods in connection with change management Skills be able to handle corporate communication in relation to the establishment and development of the company be able to participate in managing change processes Competences be able to handle management challenges in connection with growth based on key theories, concepts and methods tied to change management 4.8 Number of Exams for Compulsory Educational Components The seven compulsory educational components are tested in two final exams. See the overview of the program examinations in the section Overview of Examinations. An overview of the connection between ECTS and the core areas, the compulsory educational components and testing is illustrated in the table below: 16

18 Compulsory Educational Components Creative and innovative processes Project manage ment and network Science of Business theory proposition and methodology Corporate management Growth Change management Total Core areas 5 ECTS 5 ECTS 5 ECTS 10 ECTS 25 ECTS 25 ECTS Innovation and development Management and network 5 ECTS 5 ECTS 10 ECTS 10 ECTS Corporate management 10 ECTS 10 ECTS 10 ECTS Total 45 ECTS 45 ECTS Testing Examination - 30 ECTS Examination 15 ECTS Assessment The educational components Creative and Innovative Processes, Business Proposition, Science of Theory and Methodology, Project Management and Corporate Management are all represented in the same examination. The examination is assessed according to the 7-point grading scale and constitutes 30 ECTS. The educational components Growth and Change Management are represented in the same examination, which is assessed according to the 7-point grading scale and constitutes 15 ECTS. Please see the local institution part of the curriculum for a description of the exams. 17

19 5 Internship 51. Learning Aims for Internship Weighting: 15 ECTS Content The purpose of the internship is to put the student into direct interaction with the practice via one of the following types of internship: Internship in own company Internship in another company, e.g. a development project in a development department or in a start-up business where the conditions and issues are of an entrepreneurial nature so that the student fulfills the learning goals. The internship must fulfill the following requirements: Internship in own company Documentation of an innovation process is required, e.g. via a video log Reflection on the innovation process is required, e.g. via a video or images There must be taken specific external initiatives, e.g. customer meetings, concluded partnerships, studies of financing options Strategies and action plans for the further process must be developed The student must have a connection to an entrepreneurial environment or an existing business environment The student must find a board or an advisory board that will act as mentor during the internship The business plan for the company must include objectives of what should take place during the internship Internship in another company: The innovation needs of the project or company must be documented Reflection on the innovation process that has been initiated in the project or company must be documented, e.g. via a video log Specific entrepreneurial development contributions from the student must be documented Strategies and action plans for the further process must be developed The student must have an advisor in the company The following learning aims apply to the internship: Knowledge 18

20 have knowledge about relevant theory, method and practice in relation to the company and the industry understand concepts and methods and reflect on their practical application have experience with participating in solving practical work and development issues in the field Skills be able to convert knowledge to performance in innovative and entrepreneurial processes be able to assess theoretical and practical issues and propose solutions be able to apply and communicate relevant theories for solving issues in a start-up business or for a company with development tasks of an innovative and/or entrepreneurial nature Competences be able to see how his/her own role relates to specific tasks during the internship be able to enter into professional as well as interdisciplinary collaboration and networks In accordance to the above mentioned learning aims for the internship, the student, together with the company and supervisor from the academy, must set the overall aims for the student s learning outcomes from the internship. Assessment: The internship is concluded with an examination that is assessed according to the 7- point grading scale. The type and organization of the examination is set by the individual institution and is described in the local institutional part of the curriculum. The examination can only be given after all final examinations in the compulsory educational components and elective component have been passed. 19

21 6 Bachelor Project The Bachelor Project constitutes 15 ECTS. 6.1Requirements for the Bachelor Project The purpose of the bachelor project is to link the student s knowledge, skills and competences in relation to the overall objectives of the program and statutory educational elements to a practical and complex issue within the student s field of development. The issue is defined by the company that the student has established or, alternatively, by an existing innovative/entrepreneurial company. The final exam project can be written individually or in partnerships of 2-3 students. The Bachelor Project must not exceed: 1 student: 100,000 keystrokes 2 students: 150,000 keystrokes 3 students: 200,000 keystrokes The number of keystrokes includes spaces, footnotes, figures and tables but does not include the cover page, table of contents, bibliography and appendices. The student can choose to replace up to 10% of the written part with one or more visual elements or prototypes. 6.2 Linguistic Skills Linguistic skills (i.e. spelling, grammar and the ability to express oneself) are taken into consideration for assessment of the final exam project. Assessment is based on an overall evaluation of the content as well as linguistic skills. Students who can document relevant, specific disabilities can apply for dispensation from the requirements pertaining to linguistic skills. The application for dispensation should be sent to the institution and addressed to the Head of Program at least four weeks before the completion of the exam. 6.3 Learning Aims The final exam project must demonstrate that the academic level of the program has been achieved according to appendix 1 of the ministerial order for the Bachelor of Innovation and program: 20

22 The objective of the program is to qualify graduates from a wide range of commercial and technical vocational academy programs to be able to start independently or in collaboration with others - new and sustainable businesses and/or new projects, enterprises, etc. in existing companies, based on their various educational standards from their respective vocational academy programs combined with the latest knowledge within innovation and entrepreneurship. Learning outcome includes the knowledge, skills and competencies that the student should acquire in the course of the program, cf. the prescribed ministerial order no. 151 of 15 February Knowledge The graduate must: have knowledge based on the theory and methodology within the discipline: Innovation and have knowledge based on creative and innovative processes and how to implement them from idea generation to sustainable company have knowledge based on how to generate growth in already established companies have knowledge and understanding of, as well as the ability to reflect on, the organizational aspects of innovative processes, project management and internal and external communication have knowledge and understanding of, as well as the ability to reflect on, the central areas of management in a newly started company Skills The graduate must: be able to implement central methods and tools as well as master the key skills necessary for the entrepreneur be able to analyze, evaluate and implement relevant creative and innovative processes be able to identify, analyze and evaluate opportunities for the start-up of new businesses and growth in already established businesses be able to implement relevant methods and tools in connection with managing projects and start-up companies be able to select and implement relevant systems and tools within sales, marketing, economics and IT for managing a start-up company. As well, be able to justify and communicate the chosen systems Competences The graduate must: be able to maintain orientation regarding the current status of development within the discipline and continuously work towards developing own knowledge, innovative and entrepreneurial skills and competences 21

23 on a current and professional basis be able to relate to own learning and developmental needs in connection with developing, operating and expanding own company be able to handle complex and development-oriented situations in connection with identifying, evaluating and developing opportunities for starting new companies or development projects for existing companies be able to independently establish, develop and manage networks according to professional strategies, tactics and operations be able to enter into professional collaboration with people from various professional backgrounds regarding establishing and running a company 6.4 Assessment The examination is external and is assessed according to the 7-point grading scale. The examination consists of a project report and an oral defense. A single grade is given. The exam can only be taken after all final examination in the internship and all other exams of the program are passed. Please see the local institution part of the curriculum for a description of the exams. 7 Overview of Examinations Overview of examinations for the entire program: Exam 90 ECTS distributed Assessment among exams 1. 1st Semester exam 30 7 point grading scale 2. 2nd Semester exam 15 7 point grading scale 3. Exam in elective component 15 7 point grading scale 4. Internship exam 15 7 point grading scale 5. Bachelor Project 15 7 point grading scale 22

24 8 Credit The institution may approve that educational components, or parts of these, which have been passed at other educational institutions can be equivalent to similar elements, or parts thereof, in this curriculum. If the element in question has been graded according to the 7-point grading scale at the examining institution, and is equivalent to an element in this curriculum, the grade will be transferred. All other cases where the grade is passed will not be calculated into the grade point average. The institution can approve that elements that have been passed by Danish or foreign higher educational programs can be substituted for components included in this curriculum. On approval, the course component is deemed as passed, if it has been passed according to the rules of the program in question. The assessment will be transferred as passed. Students are obligated to provide information on earlier passed educational components that can be assumed to give credit. 8.2 Credit for Elective Educational Components Passed elective educational components are equivalent to the correspondent components at other educational institutions that offer this program as well as other programs. 8.3 Advanced Credit The student may apply for advanced credit. With prior approval of study visits in Denmark or abroad, the student is obligated upon completion of the visit to document the completed educational components at the institution of study. The student must also give permission for the academy to procure any necessary information from the institution. With approval of advanced credit, the educational component is considered completed if it has passed according to the regulations of the program. 8.4 Rules on Dispensation The business academy can, based on unusual circumstances, grant dispensation to the regulations of the curriculum set by the institutions. 23

25 The joint part of the curriculum has been accepted and approved by the educational network for Innovation and on 26 th of May

26 Part 2: Institutional Part 9 The Program At Lillebaelt Academy (EAL), the program in Innovation and is based on developing a personal mindset and corresponding behavior that supports a future working life with intrapreneurship or entrepreneurship. The aim is for the student to acquire the skills and competences that make it possible to act within both creative, open, principally unpredictable and innovative processes as well as in more structured, planned and organized activities. The personal mindset thus operates within two essentially different logics: A creative logic 1 An organized logic 2 Both logics go hand in hand in a professional life that deals with creating value in a complex society i.e. that necessarily based on already formulated, clear and unequivocal goals. Therefore, the personal mindset and behavior are not only related to students who want to start their own companies (entrepreneurs) but related to the same degree to students who want to be employed in existing companies as e.g. developers (products, processes, service), change agents, project managers, etc. (intrapreneurs). Another fundamental feature of Innovation and at Lillebaelt Academy is the understanding and experience that both action and reflection are essential processes for the successful intra-/entrepreneur. Much of innovation and entrepreneur literature is bound to a fundamental belief that innovative, entrepreneurial behavior is about taking action, taking risks and taking decisions. At EAL, it is important that this active approach is nuanced with reflection, concentration and the production and acquisition of knowledge. 10 Requirements for Admission Beyond the current legislation (see the curriculum joint part), the following criteria apply to admissions to Lillebaelt Academy: 1 Being in the process and in the open with no answers, to act in chaos, to network, to embrace difference, to work where the goal is undefined. To seize the moment, discover and develop; to move beyond the comfort zone. 2 To plan, structure, organize, complete; make plans, outline goals and programs, projects, calculate and predict. 25

27 General motivation for studying, which is expressed in the motivational application Drive for completing assignments individually and in groups Focus on creating results Creativity Adaptability and readiness to change Ability to network and collaborate The Bachelor of Innovation and at Lillebaelt Academy is international. All student activities and literature are in English 3. This implies that the students have knowledge of English equivalent to Level Screening of English proficiency may occur. 11 General Expectations to the Students Bachelor of Innovation and is a fulltime course of study equivalent to a minimum of 37 hours of work a week. The study is based upon the Study Activity Model. The Study Activity Model divides the workload into four categories: 1) Lecturing, 2) assignments and tasks, 3) reflections and presentations, and 4) preparatory work. The study therefore consists of tuition attendance, group work, reading and other preparatory activities, company visits, addressing assignments, networking activity, diverse project work and practical assignments, etc. Innovation is about creating value with others via difference. That is why students of Innovation and can expect a great degree of group work. Students, who run their own businesses already, may continue working in them provided that they are willing to invite other students as sparring partners. In this situation, one s own company could be used as a group case even in an exam context. It is not possible to work individually with one s own company during 1st semester 4. To attend the exams allocated the study, the student must participate in various activities, i.e. attain active semester approval. Active semester approval is compulsory educational components: 1. Attendance to all arrangements involving guest lecturers from outside the educational institution 2. Participation in group work/group assignments, specified in the lecture plans of each subject 3. Hand-ins of written reports and assignments, specified in the lecture plans of each subject 3 With exception of exams. See item in the Institutional Part 4 The program is prescribed as fulltime study 26

28 Failing to attend triggers a written report and/or a presentation specified by the lecturer. If the student does not hand-in the written report and/or the presentation, the student is assessed to be non-study-active and can therefore not attend the semester exams. 12 Program Superstructure The Bachelor of Innovation and consists of three semesters each with its own focus: 1. First semester: general and interdisciplinary knowledge, skills and competences related to working life as either entrepreneur or intrapreneur. The students work with two themes: o o Intrapreneurship. Theory and practice relating to future tasks in existing companies.. Theory and practice relating to starting up a company of one s own. Within the two themes, the study offers six main subjects: Philosophy of Science & Methodology Sales, Marketing & Communication in Theory and Practice Organizations & Innovation Innovation & Creativity Economics 2. Second semester: knowledge, skills and competences tied to growth perspectives in one s own or existing companies. There is also the possibility of specializing via optional subjects (see point 14.1) and a compulsory study trip. The semester is structured thus: o o First period consists of theoretical teaching and the first external exam. Second period: consists of optional subjects and the internal exam. The study trip is placed in this period. Starting shortly after the first internal exam, the study trip is planned and organized over the course of the semester. The students are responsible for organizing themselves as a project and for planning and fundraising for the trip. The teachers connected to the trip act as sparring partners and supervisors during the semester. 3. Third semester: knowledge, skills and competences connected to practice in the form of an internship as entrepreneur or intrapreneur (see point 14.2). The program and third semester ends with a written bachelor report followed by an oral defense (see points 14.3 and 16.4 for more information). 27

29 It is possible for the student to complete second semester at an educational institution abroad. It is also possible to complete the internship and bachelor project in companies or organizations outside of Denmark. Lillebaelt Academy must approve/give credit before the stay abroad. 13 Clarification of Specific Educational Components 13.1 Elective educational component The student must study an elective educational element (henceforward called elective). The subject is chosen among a subject catalog prepared by teachers and students in collaboration. The aim is to give the student the opportunity to concentrate on an area of innovation and entrepreneurship and to train the student in working independently with academic report writing. This includes defining the subject, gathering literature, designing the method, carrying out investigations, analyses and interpretations, assessing and reflecting on process and result and writing the report. The elective consists of: A number of lessons including at least one lesson of 90 minutes taught by the student. Independent study with concentration on the chosen subject in a study group. A written report and participation in seminars. Teachers are connected to the study groups and act as teachers, supervisors and examiners. The elective is a 15 ECTS course that is distributed thus: 5 ECTS: Teaching 5 ECTS: Study group / individual work 5 ECTS: Report writing. Item 1) A third of the workload is used in relation to teaching provided by both teacher and students. If relevant, the student and/or teacher can arrange company visits, guest lecturers, etc. 28

30 Each student plans and performs a 90-minute talk/lesson within his/her optional subject. The student can decide who should participate, but at least 5 people must participate. The student must document the number of participants. Item 2) Parallel to teaching, the student must work actively in a study group. The study groups are formed based on the theme that the students have chosen. The size of the group depends on the number of students that have chosen the same subject. The aim is for the students to meet and discuss various elements of the subject related to the students teaching and report writing. The study group devises a schedule that must be approved by the teacher involved. By exception, it is possible for a student to work alone on a subject. If the student chooses to work alone, he/she must make a project plan indicating what should be read and when. Item 3) The elective is tested via an individual written report followed by an individual oral exam. See point 16.5 for specific exam requirements for the elective. It is possible to take the entire elective or parts of it abroad, according to various frameworks. The elective must fulfill the following general learning aims: Knowledge: The student must have development-based knowledge about theory and methodology within the chosen component, which puts into perspective one or more of the core areas of the program Skills: The student must be able to professionally disseminate knowledge in both oral and written forms The student must be able to apply the achieved knowledge as input towards developing new action plans, concepts, services or products Competences: The student must be able to professionally identify and address his/her learning and development needs within the specific area The student must be able to individually or in cooperation with others plan and carry out the process of achieving new knowledge Specific learning aims will be prepared separately for certain subjects depending on the chosen course of action. 29

31 13.2 Internship Beyond the requirements for the internship described in the joint part, Lillebaelt Academy also makes the following requirements: The internship covers 12 weeks of fulltime work equivalent to 37 hours/week The student is responsible for processing the internship contract with an entrepreneur/business environment or company The internship is in principle not salaried. This means that it is up to the individual student to negotiate any form of payment from the internship company The student has a supervisor for the internship as well as for the following Bachelor Project A written contract signed by the student, the work place and the supervisor forms the basis for the internship The internship supervisor is responsible for introducing the formalities, criteria and requirements regarding the internship. The supervisor is also responsible for ensuring and approving that the contract for an internship either in one s own company or with an existing company will provide an internship that will allow the student to meet his/her learning aims The student is responsible for contributing to meeting the learning aims during the internship It is expected that the student follows the rules and regulations of the internship company It is the student s responsibility to report any disparities, problems and/or challenges during the internship to his/her supervisor so that a solution may be found The internship supervisor contacts the internship company at least once during the internship for a mid-term evaluation It is possible to complete the internship abroad. For those students who complete their internships in their own companies, the supervisor is responsible for ensuring that the students follow the requirements provided for this. These requirements include that: The student is part of an existing entrepreneurial environment The student establishes a relevant advisory board consisting of at least two people outside of the education environment The student keeps a log throughout the internship The student has a CVR number for the company Bachelor Project The Bachelor Project at Lillebaelt Academy is connected to the student s internship in his/her own or an existing company. The BA Project takes its point of departure in the central core areas and subjects of the program and can at best contain elements from the internship. The problem statement 30

32 must be prepared by the student in collaboration with his/her supervisor and/or the internship company and/or advisory board. The student must define a suitable problem statement for the BA Project by the end of 2 nd semester. The problem statement must be approved by the appointed supervisor. The project must demonstrate that the student has been able to gather, treat, analyze and assess information and can combine/relate the material for the theories and methods acquired in the 1 st and 2 nd semesters of the program. Based on analysis and assessment of the gathered information, the student must e.g. develop new business models, plans for future activities and operations, innovation strategies, processes for handling organizational development and new business area as well as specific action plans on both tactical and operational levels. The BA project is public, which means that it is accessible from the institution library and the library webserver. If the BA project contains confidential information, the project may be declared confidential. This must be stated clearly on the cover page and on the file. E.g. Rebekka Arentoft Bachelor Project - CONFIDENTIAL. 14 General Examination Regulations General regulations This document contains general regulations in connection with exams at Lillebaelt Academy. Examination Regulations is based on the current ministerial order on examinations: Ministerial Order no of 16 December 2013 on examinations for vocational further educational programs: The purpose of Examination Regulations is to ensure that the Academy students are well informed about the rules relating to the exam procedures at Lillebaelt Academy. The purpose of the exams is to document the extent to which the student meets the academic goals set for the program referred to according to the curriculum. The curriculum for each program specifies which tests or exams are included in the program. For rules about when exams are held, types of exams, etc. please refer to the individual education curricula and examination information on Fronter. The curricula are available on the Academy's website. 31

33 14.2 Admission to exams Ordinary exams Registration for exams takes place while registering for a semester, a course, etc. Thus, the student is automatically registered for the exams that are applicable to the class that the student is enrolled in. Exams and conditions for sitting the exams are specified in the curriculum. Date, time and order appear in the examination information on Fronter Re-examination Students have three examination attempts, i.e. if the student does not pass with a grade of 02 or more (7-point scale), pass (on a scale of pass / fail) or is approved (on a scale approved / not approved) the student has the right to re-examination. If the student is unable to participate in an exam due to illness, the student has the right to re-examination, or in this case a make-up exam. For written exams, the dates for re-examination will appear in the examination information on Fronter. At oral exams, a date for re-examination will be announced immediately after the ordinary examination is held. The date will appear in the exam information in Fronter Illness If the student is prevented from taking an exam due to illness, the student must notify the Academy Study Administration within 2 days of the examination. If a student falls ill during the examination itself, the student must notify a supervisor or examiner before interrupting the exam. If a doctor s certificate is submitted, the exam will not count as an exam attempt. The student must cover the costs for the doctor s certificate that must be submitted to the Student Administration no later than one week after the examination. If the student despite ill health completes an exam, it counts as an attempt. If a student falls ill during an internship or during a final exam project, he/she shall notify the company and/or supervisor immediately. If the student wishes to extend the internship project due to illness, the head of department - upon written application - may grant an exemption for an extension of the period equal to the time the student has been on sick leave. 32

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