e-book Knowledge Networking: Creating the Collaborative Enterprise

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From pooling expertise on a sales bid via computer referencing, to improving customer service using the flexible office, the author demonstrates how potential can become practice. Knowledge management is the big management idea currently influencing organizations, and Knowledge Networking explores the global impact of sharing knowledge and expertise. It is a highly practical text which includes customised toolkits, cases and action plans to enable individuals and teams to improve their performance.

Identifying Unbounded Opportunities. Toolkits for Tomorrow. Pathways to Prosperity. The module is divided into two parts. The finance part taught by Simon Hulme will enable students to understand all the key financial statements and concepts. The objective is to make students confident when talking to accounting professionals, bankers or venture capitalists about financial data.

Classes are highly inter-active and short case studies and practical exercises are used to support the learning process. The financial assignment involves building a simple financial model in Excel, which can be used as a practical tool for a real-life start-up business, should the student wish. The fundraising part of the module taught by Itxaso del Palacio is focused on understanding the process of raising external capital.

This covers areas such as valuations of startups, due diligence processes, term sheets and negotiations with investors.

Several professional investors and entrepreneurs will be sharing their experience and knowledge with students. Students will be able to meet them and learn from their experiences. Learning outcomes. By the end of this module, a successful student will have gained an appropriate knowledge and understanding of: Nature, purpose and characteristics of income statements, cash flow statements, balance sheets as financial reporting mechanisms; The use of financial ratios in measuring and interpreting financial performance; The use of break-even analysis; The use of capital investment appraisal; The practical construction of new venture financial models in Excel; The evaluation of alternative financing strategies; The development of a strategy to approach the right investors; The development of a deck and pitch to attract outside funding; An effective due diligence process; The design and negotiation of "deals" and term sheets.

Collaboration knowledges

This module considers the challenges faced by small firms that are aiming to become big ones. This is an integrative course that concentrates on the general management challenges facing founders or managers in entrepreneurial, high-growth and high-tech businesses.

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The main objectives are to: Give students an insight into what running an early stage growing business actually entails. Provide an overview of the major strategic and operational issues that typically confront young growing businesses.


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Provide frameworks for anticipating the likely growth issues in the business. Topics covered include: Barriers to growth and strategies to overcome them; Finance for high-growth enterprises - including cash management, funding growth; Organising for growth; Stakeholder perspectives in a growing business; Growth models, adaptation and evolution and managing transitions; Non-organic growth - e.

The course will draw on a range of case studies of ventures not just high-technology to illustrate the challenges of creating high potential enterprises. This course introduces key marketing concepts, methods and strategic issues of relevance to start-up and early stage entrepreneurs. In addition, the key concepts of date analytics as they relate to entrepreneurial marketing will be addressed.

The module introduces tools and techniques appropriate to starting a new venture based on the individual founder and founding team's knowledge, skills, network and personal vision. This includes tools to: identify a suitable arena for developing a venture and how to enter and work within that arena; undertake "customer development" to identify unmet customer needs and formulate hypotheses about how to meet those needs in a feasible way; attract and develop a founding team; develop a mission in order to attract a "tribe" or following around the venture; develop a business model.

Following completion of this module, students will be able to: Understand the principles of effectual entrepreneurship: Starting, Partnering, Managing loss, Seeking secrets; Understand the tools available for following the principles; Use, and reflect on the use of, some of the tools, such as customer development, business modelling, tribe identification and mobilisation, lean startup techniques. This module provides an opportunity for students to assimilate what they have learned during the eight taught modules of the MA Creative and Collaborative Enterprise course and apply it to a new business opportunity that is of interest to them.

The resulting output is intended to be a comprehensive document to prove that students can apply learning, contrast theory with practice, analyse problems and propose solid well-considered recommendations. The Creative and Collaborative Enterprise Feasibility Study is focused on implementing a new business opportunity.

The Creative Enterprise, Creative Product Development and Collaborative Enterprise modules encourage students to simultaneously and continuously create, prototype, test and share new products in the market place as part of the learning process.

Knowledge networking : creating the collaborative enterprise / David J. Skyrme - Details - Trove

The creative process involves exploration, breaking the rules, being unpredictable, surprising and even outrageous. Creativity welcomes failure: "if you're not making mistakes then you're not working hard enough. After the event the conditions where this happens are often accredited to luck or circumstance or natural talent but the experience of making creative art suggests otherwise. This MA, bringing together leading research in social and cultural anthropology, management science, neuroscience, and performing arts practice, will explore the practices by which creativity can be nurtured, encouraged, unleashed and exploited in an entrepreneurial fashion.

There's a world of difference between the T-shirt picked up in Primark and a replica Barcelona shirt, between the shirt endorsing Taylor Swift and the one designed by Alexander McQueen. They all cover you up and keep you warm but they have a different meaning and feeling for the people that desire them.

They are the aim of creative enterprise: the added value that people are prepared to pay for. From the first week, you will be interviewing prospective customers, learning how to do "rapid prototyping", using the tools of "lean" entrepreneurship, and pitching new ideas. Using UCL's networks and reputation as a starting point to access London's thriving entrepreneurship scene, you will find or develop a founding team and learn how to "bootstrap" your business.

You will learn by doing among like-minded students who will be your allies during this training- and in some cases the co-founders with whom you will establish your future business. You will be assessed on the products you create; the leadership and collaboration skills you show in practical sessions; and your business plan. Leading the MA will be one senior tutor per group normally students chosen from amongst the most skilled practitioners of the creative performing arts in the UK.

While, like any UCL Masters degree, a rigorous base of research underlies the programme, the emphasis is on supporting students to develop the skills needed to succeed as the initiator or co-founder of a creative and collaborative business. Modules are academically testing, require essays and reading key texts, and three of the eight modules include an end-of-year examination. However, all coursework is intended to give students an opportunity to develop a startup, and most of the teaching is collaborative, experiential and driven by "build measure learn" cycles where students take action, analyse and reflect on the effects caused by that action, and decide on the next action to take.

Throughout the programme, we build in opportunities to connect with experienced, highly engaged mentors who, like our teaching team, are seeking to share their experience and wisdom with the "next generation" of entrepreneurs who come to UCL from around the world. Students who are looking for a teaching team committed to delivering a transformative educational experience for would-be entrepreneurs should apply.

The senior tutor and course leader for the Creative and Collaborative Enterprise course is Gregory Thompson. For the past two years at UCL Gregory has been matching scientists with performing artists to enhance, extend and disrupt academic activities to yield deeper or more surprising research outcomes. He has been applying creative and collaborative practises to enterprise activities and training clinical academics in new forms of teamwork and leadership skills adapted from performing arts techniques.

Gregory was Director and Chief Executive of The Tron Theatre in Glasgow combining producing and presenting performances with a restaurant and bar business and increasing turnover, attracting leading Scottish and UK performing arts companies to Glasfow and nurturing up and coming talent. As a theatre director Gregory has won awards for productions that combine ensemble performances with innovative stagings and actor-audience relationships. Across the course we employ the most skilled creative practitioners and entrepreneurs from the creative industries to deliver our innovative courses with practise-based learning.

Our teachers are leaders in their fields of creative and collaborative practice with great communicative skills, so that students can benefit from their non-university-focused experiences in the wider world of the creative industries and enterprise cultures. All staff on this course will move back and forth between professional and teaching work so that over the years individual tutors may vary. The School of Management modules are taught with a "learn by doing" approach with an emphasis on supporting students to develop the skills needed to succeed as founder of an innovative business.

MA Creative & Collaborative Enterprise

The School of Management teaching team is made up entirely of faculty with experience both of academia and of the world of industry and entrepreneurship, including three active venture capitalists and investors. Gregory began life as an entrepreneur when he ran a stall selling nuts and dried fruit on Chapel Market in Islington to fund his university years at the LSE. He set up his own theatre company, AandBC, which grew from productions on the London fringe to touring the world and collaborating with companies like Theatre Royal Bath and the Royal Shakespeare Company.

He worked for ten years with Peter Bonnici Quadrant, g. If you have a science background, a social science, or arts and humanities background and wish to create innovative, desirable and distinctive new products and startup the value-rich, ethos-driven companies that will take those products to market and thrive in the contemporary world then please apply.

This degree is offered to those who want to create idiosyncratic businesses in any of the nine creative sectors recognised by the Department for Culture Media and Sport: 1. Advertising and marketing; 2. Architecture; 3. Crafts; 4. Design: product, graphic and fashion design; 5. Film, TV, video, radio and photography; 6. IT, software and computer services; 7.

Publishing; 8. Museums, galleries and libraries; 9. Music, performing and visual arts. Beyond these it will also cater to those aiming to work in toys and games; digital design agencies and food or the culinary arts. The programme is also attractive to people working in the creative industries, who wish to take time out to develop their career in a new direction and to train in the unique combination of specialist skills critical, creative, collaborative, entrepreneurial, practical and rigorous that a program based in a university environment can offer.

Normally an upper second-class Bachelor's degree in a social science, arts, humanities or science discipline from a UK university or an overseas qualification of an equivalent standard. Applicants with other qualifications will also be considered provided that they are supported by experience in creative or collaborative enterprise.

Applicants with prior experience of enterprise are asked to send a record of activities. Emphasis is placed on applicants' ability to begin developing their startup immediately upon joining the degree. Work experience, though not absolutely required, is highly valued, and applicants with work experience are encouraged to apply.

Those with no work experience should emphasise the skills they will bring to a startup team in their personal statement. Students with business or management undergraduate qualifications will need to demonstrate entrepreneurial capabilities in the broad sense of making innovative things happen events, gatherings, products etc. In the application process, applicants with no domain-specific experience will be assessed on their demonstrated desire to contribute to a creative and collaborative entrepreneurial venture.

UCL Admissions assess whether overseas degree qualifications fulfil the course requirements and they require a full application to be submitted with all relevant supporting documentation - such as degree transcripts and references - before they can make this assessment. However they can be emailed to: admissions ucl.

If you are successfully shortlisted for a place on the course you will be interviewed by course director using the online video system WePow - via the internet. Many students will initiate, grow or extend their creative and collaborate enterprises as they work through the course and we expect many of our graduates to develop their startup rather than seek employment. Those who are working on a startup post-graduation will continue to receive pitching and mentoring opportunities within the UCL ecosystem and be given assistance to make the valuable contacts with the partners, customers, and suppliers that will assist on the journey to success.

However, others will want to secure additional work experience in a relevant sector of the creative economy before starting their ventures and the UCL Career's Office will provide guidance and assistance with this. Many of the MSc Entrepreneurship alumni have gone on to build fantastic companies including:. Alex Siljanovski, Manuel Zapata and Laura Davies launched BaseStone, an integrated platform and mobile app that enables engineers and architects to securely issue, review and manage their drawings.

Paul Varga and Tolulope Ogunsina founded Playbrush and conducted a successful Kickstarter campaign for Christmas Other MSc Entrepreneurship graduates have gone on to exciting careers, using the innovation skills they have gained to make a difference for the organisations where they work. We expect that many of them will start ventures in future years and will come back to UCL for mentoring and networking opportunities when they are ready to do so.

Lessons to learn from digital-age success

Michael Stewart Programme Tutor m. Our teaching will help you become a creative and collaborative entrepreneur, put you in a position to establish enterprises where what you do and the way you do things are in harmony. It draws on: performing arts practise, social theory, entrepreneurship training, UCL's cross-disciplinary culture, the great entrepreneurial base in London.

Why now? More and more people are working for themselves and setting up their own businesses.