Developing an Entrepreneurial Mindset

Have you ever wondered why some people become entrepreneurs? Thought about what it takes to become a successful entrepreneur, or questioned if you could become one yourself?

Becoming an enterprising individual and developing a new business venture can be both physically and emotionally demanding. Successful entrepreneurs have to become focused on creating and establishing a successful business, which is a risky and time consuming process that entrepreneurs try to navigate as best they can, whilst juggling a wide range of demands and commitments.

This unit explores who and what entrepreneurs are and how they use motivation and self-development/reflection to improve on their decision-making skills to enhance both their personal and venture's performance.

The unit addresses key questions such as: What makes a successful entrepreneur? Can any person be entrepreneurial? What skill sets do I need to become an entrepreneur? You will explore these questions through the application of theory and analysis of a variety of prominent entrepreneurs who have become successful. Ultimately, you will look to develop your own Personal Developmental Roadmap for future entrepreneurial success.

This unit forms part of the Enterprise Challenge.

UCIL units are designed to be accessible to undergraduate students from all disciplines.

UCIL units are credit-bearing and it is not possible to audit UCIL units or take them for additional/extra credits. You must enrol following the standard procedure for your School when adding units outside of your home School.

If you are not sure if you are able to enrol on UCIL units you should contact your School Undergraduate office. You may wish to contact your programme director if your programme does not currently allow you to take a UCIL unit.

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This unit introduces students to entrepreneurship as a way of thinking and acting, rather than solely as business creation. It explores what makes individuals entrepreneurial or enterprising across a wide range of contexts, including business, science, the creative industries, sport, and the not‑for‑profit sector. Central to the unit are the enduring questions: ‘are entrepreneurs born, or can they be developed?’ and ‘how can entrepreneurial mindsets be fostered through education, experience, and reflection?’

Through a combination of theory and practice, students examine contemporary entrepreneurship research, educational approaches, and real‑world practices to better understand the behaviours, competencies, and support mechanisms that enable entrepreneurial action. Students engage with a variety of case studies and narratives drawn from diverse sectors, allowing them to explore how entrepreneurs and intrapreneurs mobilise skills, values, and resources to create value in uncertain and complex environments.

A key feature of the unit is its strong emphasis on personal development and reflective learning. Students are supported to analyse their own strengths, preferences, and aspirations using a range of self‑development tools and models. This learning is brought together through the creation of a practical personal development roadmap, which may be oriented towards entrepreneurial, intrapreneurial, or more traditional organisational career pathways.

By the end of the unit, students will be able to articulate clear and inclusive definitions of entrepreneurs, intrapreneurs, and enterprising individuals, and to apply relevant theoretical frameworks from the entrepreneurship literature to analyse entrepreneurial behaviour. Students will also have developed enhanced self‑awareness and the ability to plan intentionally for their own ongoing entrepreneurial and professional development.

The unit is delivered through University College to a multi‑disciplinary cohort of students via a programme of interactive lectures and activities. Students work collaboratively in small groups for parts of the assessment, reflecting real‑world organisational and entrepreneurial practices, alongside individual reflective learning activities.

In addition, students taking this unit have the optional opportunity to participate in the Manchester Enterprise Challenge, a voluntary, partnership‑enabled learning experience developed and supported by the Manchester Enterprise Centre (MEC). Through this unique offering, students may choose to work individually or in teams with a local business, charity, or social enterprise on a real enterprise challenge. This extra‑curricular project allows students to apply and extend their learning beyond the classroom, gain practical experience, and develop professional networks, complementing the academic learning achieved through the unit. 

On successful completion of the unit you will be able to:

• Define and debate different theories and models in entrepreneurial development, leadership, education, vision and strategy
• Apply a range of theories and methodologies used in entrepreneurial research
• Identify and reflect upon their own personal values, character, motivations and effectiveness in the light of relevant theory and models of self development
• Demonstrate information literacy and effective communication skills by presenting ideas, evidence and arguments clearly, logically and accurately in a range of formats

This unit is delivered through a blended and interactive learning approach designed to support students from all disciplinary backgrounds. Teaching takes place through a structured programme of lectures, combining conceptual input with applied and reflective learning activities.

Weekly sessions introduce key entrepreneurship concepts, theories, and frameworks through short lectures, followed by activities such as discussions, case analysis, and practical exercises. Learning is supported by a range of digital materials, including pre‑recorded content, curated readings, entrepreneurial case studies, and structured online activities. These resources are made available via Canvas, organised clearly within weekly learning folders to support independent and self‑directed study.

The unit adopts a student‑centred and experiential pedagogy, encouraging learners to actively engage with ideas, reflect on experience, and apply theory to real‑world and personal contexts. Students work both individually and collaboratively, enabling them to develop confidence, communication skills, and the ability to work effectively in interdisciplinary groups reflecting the realities of entrepreneurial and organisational practice.

Assessment is closely integrated with learning activities and includes both applied group‑based tasks and an individual reflective assignment. These assessments are designed to develop practical entrepreneurial skills, critical analysis, and structured personal development, while also meeting academic standards appropriate for a multi‑disciplinary cohort.

To enhance relevance and authenticity, the unit may include external or guest speakers, such as entrepreneurs, intrapreneurs, alumni, or practitioners from industry, the creative sector, or the not‑for‑profit environment. These contributions provide students with real‑world perspectives and illustrate how entrepreneurial mindsets operate across different professional contexts.

Students are encouraged to engage regularly with the Canvas site, which acts as the central hub for learning materials, announcements, communication, and assessment submission. Coursework is submitted electronically via Canvas using Turnitin. Students can communicate with the teaching team during scheduled sessions, via Canvas announcements and messaging, email, or through scheduled online or face‑to‑face meetings. Individual appointments can be arranged by prior agreement or though office hours.

Overall, the learning and teaching approach is designed to support the development of entrepreneurial thinking, reflective capability, and transferable skills, while fostering an inclusive and supportive learning environment that prepares students for diverse career pathways and lifelong learning. 

On successful completion of the unit you will be able to:

Analyse and explain examples of entrepreneurial and enterprising behaviour across different contexts (e.g. business, science, creative industries, not‑for‑profit), identifying how value is created, for whom, and the behaviours, traits, and competencies that enable this value creation

Critically evaluate how entrepreneurs and intrapreneurs utilise key competencies, behaviours, and personal attributes in the development of an entrepreneurial mindset, drawing on relevant entrepreneurship theory, empirical research, and case evidence.

Design and justify a structured programme of personal development by analysing individual learning needs and identifying the entrepreneurial competencies required to achieve specified academic, professional, or personal objectives. 

Demonstrate reflective and original thinking by critically interpreting personal experience, feedback, and learning activities to inform future development and decision‑making.

Apply appropriate entrepreneurship theories and research methods to gather, select, and analyse data relating to entrepreneurial behaviour and personal development.

Communicate analysis and reflection effectively using appropriate formats (e.g. poster, portfolio, report), demonstrating coherent planning, academic referencing, and structured reflection. 

Plan, manage, and evidence their own learning and personal development by setting clear goals, allocating time and resources effectively, and evaluating progress against stated objectives.

Identify, evaluate, and synthesise relevant academic and practitioner sources to support reasoned analysis and justified conclusions in entrepreneurship and personal development contexts. 

Formative task

An individual slide-deck: a set of PowerPoint slides,10 slides max (0%)
 

Summative tasks

A group poster analysing an entrepreneur, 200 words per team member (20%)

Group work evidence portfolio, 300 words minimum (10%)

Individual report: self-development roadmap (2000 words) (70%)

Students are not required to purchase any textbooks for this unit; and in the main students will be provided with recommended key reading material by the lecturer. Academic texts sources will come from a range of key academic text, papers; you will be given notification of these and other material in the relevant lectures.  

Main Texts:

• “Entrepreneurs: Talent, Temperament and Opportunity” Bill Bolton & John Thompson (2013) Routledge; 3 edition, 0415631882
• “Skills for success: The Personal Development Planning Handbook”, Cottrell, S. (2003), Palgrave Macmillan, ISBN 1-4039-1132-0
• “Entrepreneurship: From Opportunity to Action”. Rae, D (2007), Palgrave Macmillan, ISBN-13: 978-1403941756Lowe, R & Marriott, S (2006), Butterworth-Heinemann, ISBN 0750669209
• The Advantage: The 7 Soft Skills You Need to Stay One Step Ahead, Emma-Sue Prince, (2013), Pearson
• Handbook of Entrepreneurial Cognition, J. Robert Mitchell, Ronald K. Mitchell, Brandon Randolph-Seng, (2015), Edward Elgar
• The Psychology of Entrepreneurship, J. Robert Baum, Michael Frese, Robert A. Baron, (2006), Psychology Press
• Entrepreneurial Strategic Decision-Making: A Cognitive Perspective, Patrick A.M. Vermeulen, Petru L Curseu, (2010), Edward Elgar