BSc Honours Business Enterprise Development (HBED)
| Module Code | Module Name | Description |
|---|---|---|
| ECD101 | Principles of Economics | The module provides students with an understanding of market structures and how they function hence empowers them to make supply decisions and other production decisions. This is a module that equips students with the ability to develop effective competing strategies and business models. |
| HPRM102 | Marketing Principles 1 | The module introduces students to marketing a critical element of any business as businesses exist to make themselves and their products acceptable in the market. This is a very critical module as knowledge from the module is essential in the development of both marketing and business strategies. Enterprise Development students need this knowledge and skills if they are to launch and sustainably manage business enterprises. |
| BEM101 | Business Administration 1 | This module is framed to provide students with a basic understanding of business, its functions and environment and equip them with basic business management skills. Enterprise Development students need these foundation skills to be able to appreciate and apply business management knowledge they will be exposed to at higher levels. |
| IDBS101 | Information and Digital Skills | The module is designed for all first-year undergraduate students. The module shall empower students to have knowledge of various information sources, search, retrieve, evaluate, process, and apply information resources in university learning using appropriate technology. The students shall learn and demonstrate how to apply effective search strategies in different technological environments and electronic resources. Students will be expected to demonstrate the ethical and fair use of information resources (plagiarism and referencing). Finally, the students will learn how to integrate 21st-century technologies, eResources and eLearning system into university learning and business. |
| LAICBM100 |
Languages and Acquisition and Inter –Cultural Communication – Foreign Language |
This module explores the processes of language acquisition and development, with a focus on first and second language learning. It examines linguistic structures, cognitive processes, and sociocultural factors influencing language learning. Additionally, the module addresses the principles and practices of inter-cultural communication, highlighting how culture affects language use, communication styles, and understanding across diverse cultural contexts. Students will develop practical skills for effective communication in multicultural environments, including strategies for overcoming language barriers and fostering intercultural competence in professional and social settings. |
| ECD104 | Principles of Macroeconomics | The module introduces core macroeconomic concepts, including national income inflation, unemployment, fiscal policy, and monetary policy. Students analyse economic trends, policy impacts, and global economic interdependencies, developing skills for informed business and policy decisions. |
| HPRM103 | Marketing Principles 11 | The module enables students to gain a deeper understanding of marketing and in particular be able to apply the marketing mix, which enable students begin formulating a marketing plan. In doing so the focus is on products, services, innovation management, branding, pricing, promotion, and place. |
| BEM102 | Business Administration II | The module is an extension of the first semester module acknowledging the wide field of management. The module as is the case with its predecessor ensures that Enterprise Development students build foundation skills needed to appreciate and apply business management knowledge they will be exposed to at higher levels. |
| SDLSBE101 | Student Development and Life Skills | This module develops essential skills for academic success and lifelong learning. Topics include goal-setting, time management, communication, teamwork, problem-solving, and wellness, empowering students to thrive in university and professional environments. |
| BEM201 | Negotiating Principles | The module equips students with knowledge and skills to analyse various types of negotiations and develop effective strategies to apply in engaging involved parties. The said skills are critical for Enterprise Development students who will inevitably in various types of negotiations with key stakeholders as they plan for setting up, implement and manage their enterprises. |
| ACCN101 | Business Accounting | The module is designed for students without “A” level Accounting. It introduces students to basic principles, concepts and techniques of accounting in general. The module focuses on the use of accounting information by managers. The module covers the following areas: Accounting cycle, Accounting as an Information system, trial balance, preparation of financial statements for individual companies, non-profit making organisations as well as accounting ratios. |
| BEM202 |
Business Statistics |
The module provides students with skills to collect, analyse and interpret data from within and outside a business in order to make reasonable business decisions. This is a critical module which provides students with a scientific way of arriving at business decisions. Today’s business environment is characterised by volatility, uncertainty, complexities and ambiguity (VUCA) hence scientific decision making cannot be overemphasised. |
| BED201 | Introduction to Entrepreneurship | The module allows students understand what entrepreneurship is, what drives individual/profit entrepreneurship and its role in economies. The module is essential to the Enterprise Development students in that it provides them with an opportunity to self-evaluate their level of motivation to venture into business and develop ways of closing motivation gaps where identified. |
| BED301 | Venture Creation 1 | The module provides students with skills and knowledge to identify business opportunities, assess viable business options and develop sustainable strategies to enter into business. Enterprise Development students need the module as it gives wings to the degree programme through enabling them to scan the environment for business opportunities and developing effective ways of exploiting the identified opportunities. |
| CCLSBE201 | Critical Consciousness and Life Skills | This module equips all students who study at the University of Zimbabwe with basic knowledge about the nation’s history, strategic interests, its role in the region, its position in the international arena and its international relations. The module provides basic knowledge about Zimbabwe’s pre-colonial, colonial and post-colonial history. For contemporary issues, it touches on basic issues such as demography, economics, politics and foreign policy. The thinking behind this module is that as our students proceed with their university education and later join the labour market, engage in entrepreneurial activities and interact with others both within and outside Zimbabwe, they should be conversant with Zimbabwean history in order to appreciate contemporary issues and debates. This helps foster in them a sense of national consciousness and patriotism critical in their contribution to sustainable development and the maintenance of peace and security in Zimbabwe. |
| SDLSBE201 | Student Development and Life Skills | This is a four-year course broken down into four parts. The course gives brief but succinct coverage of student development theories and how they inform teaching and learning at tertiary education institutions. These theories include William Perry’s Student Development Schemer, P. Chickering, J. Piaget and Lawrence Kohlberg’s student development theories. The Module
then introduces students to concepts, programmes and activities that foster student quotients; i.e., IQ (Intelligent Quotient), SQ (Social Quotient), AQ (Adversity Quotient), EQ (Emotional Quotient), MQ (Money Quotient or entrepreneurial capability), etc. The course adopts participatory and student-centred approaches in creating platforms for student growth in the following social and soft skills: effective communication, interpersonal skills, problem-solving skills, negotiation skills, networking skills, group dynamics, presentation skills, empathy and compassion, community consciousness, voluntarism, leadership skills, integrity, self-efficacy, self-confidence, self-actualisation, self-esteem, critical awareness, responsible citizenship, motivation and self-driven, aesthetical and environmental appreciation, healthy lifestyles, aristocratic social graces and appreciation of art and music, etiquette, grooming and deportment, etc. |
| LAICBM200 | Languages & Acquisition and Intercultural Communication – Foreign Language | This module explores the processes of language acquisition and development, with a focus on first and second language learning. It examines linguistic structures, cognitive processes, and sociocultural factors influencing language learning. Additionally, the module addresses the principles and practices of inter-cultural communication, highlighting how culture affects language use, communication styles, and understanding across diverse cultural contexts. Students will develop practical skills for effective communication in multicultural environments, including strategies for overcoming language barriers and fostering intercultural competence in professional and social settings. |
| FINMGT203 | Financial Management | It covers financial decision-making, investment analysis, capital structure, and risk management. Students develop skills for financial planning, asset valuation, and strategic resource allocation, preparing them for financial leadership roles. |
| HPRM303 | Digital and Social Media Marketing | This module equips students with digital marketing competencies to enable organisation to integrate technology into marketing. This enables organisation to become much more efficient in reaching out to stakeholders universally and optimising business models |
| BED302 | Venture Creation I | The module provides students with skills and knowledge to identify business opportunities, assess viable business options and develop sustainable strategies to enter into business. Enterprise Development students need the module as it gives wings to the degree programme through enabling them to scan the environment for business opportunities and developing effective ways of exploiting the identified opportunities. |
| RISBE301 | Research and Innovation Skills | This module develops skills for designing, conducting, and applying research to drive innovation. Topics include research methodologies, data analysis, critical thinking, and problem –solving, empowering students to create impactful solutions and contribute to business growth. |
| BEM380 | Work Related Learning |
This module integrates academic knowledge with practical workplace experience. Students apply theoretical concepts to real- world challenges, developing professional skills, problem- solving abilities, and industry insights to enhance employability and career readiness |
| SDLSBE301 | Student Development and Life Skills | This is a four-year course broken down into four parts. The course gives brief but succinct coverage of student development theories and how they inform teaching and learning at tertiary education institutions. These theories include William Perry’s Student Development Schemer,
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| BEM304 | Business Ethics and Corporate Governance | It explores ethical decision-making, corporate social responsibility, and governance frameworks. Topics include stakeholder management, ethical dilemmas, compliance, and sustainability, equipping students to lead with integrity and navigate complex environments. |
| HPRM305 | Marketing Research | The module covers research design, data collection and analysis techniques for informed marketing decisions. Students learn to apply qualitative and quantitative methods, interpret consumer insights, and drive business strategies with data-driven recommendations |
| BEM401 | Strategic Management 1 | Strategic management is a managerial module which delves much into the long-term/strategic management tasks of organizations. The module aims to give students a thorough understanding of the theory and practice of higher-level management. It focuses on the roles and responsibilities of the top/general management. The areas covered include: Vision; Mission; Strategic goals; Long-term Strategies; Implementations; Controlling; Closing strategic gaps, Authority and information flow; as well as Deployment of organizational resources. |
| BED402 | Innovation Management | The module provides students with basic concepts and awareness in technological innovation and an understanding of how to protect their intellectual property (IP). This is a major challenge faced by many new enterprises as they often lose their innovations to unscrupulous stakeholders (financiers, competitors, employees, partners, etc.). This module is relevant to Enterprise Development students who are going to be scanning the environment for unfulfilled needs and are most likely going to come up with innovations currently not in the market. |
| BED403 | Entrepreneurial Leadership | The module capacitates students with skills to organically grow enterprises through cultivating employees that are creative and innovative. These skills and knowledge are the corner stone of enterprise growth as they remove dependence on the owners to all in the organisation. Through the module organisational rejuvenation and sustainable competitiveness hence growth is guaranteed. |
| SDLSBE401 | Student Development and Life Skills |
This is a four-year course broken down into four parts. The course gives brief but succinct coverage of student development theories and how they inform teaching and learning at tertiary education institutions. These theories include William Perry’s Student Development Schemer, P. Chickering, J. Piaget and Lawrence Kohlberg’s student development theories. The Module then introduces students to concepts, programmes and activities that foster student quotients; i.e., IQ (Intelligent Quotient), SQ (Social Quotient), AQ (Adversity Quotient), EQ (Emotional Quotient), MQ (Money Quotient or entrepreneurial capability), etc.The course adopts participatory and student-centred approaches in creating platforms for student growth in the following social and soft skills: effective communication, interpersonal skills, problem-solving skills, negotiation skills, networking skills, group dynamics, presentation skills, empathy and compassion, community consciousness, voluntarism, leadership skills, integrity, self-efficacy, self-confidence, self-actualisation, self-esteem, critical awareness, responsible citizenship, motivation and self-driven, aesthetical and environmental appreciation, healthy lifestyles, aristocratic social graces and appreciation of art and music, etiquette, grooming and deportment, etc. |
| RISBE401 | Research and Innovations Skills | This module develops skills for designing, conducting, and applying research to drive innovation. Topics include research methodologies, data analysis, critical thinking, and problem –solving, empowering students to create impactful solutions and contribute to business growth. |
| EPECBE301 | Entrepreneurship, Professional Ethics Communication and Philosophy | The module capacitates students with skills to organically grow enterprises through cultivating employees that are creative and innovative. These skills and knowledge are the corner stone of enterprise growth as they remove dependence on the owners to all in the organisation. Through the module organisational rejuvenation and sustainable competitiveness hence growth is guaranteed. |
| BED303 | Digital and Social Media Marketing | The module equips Enterprise Development students with skills and knowledge to develop and apply digital and social media marketing strategies. Students will also be provided with skills to use different social media platforms for marketing purposes. These are critical skills which are now more relevant as COVID-19 has brought a new norm of limited physical contact and also globalisation. Students on the programme greatly need this module to internationalise their enterprises and to be competitive. |
| BED404 | Business Plan | This module allows students to implement the venture creation module. This is critical for Enterprise Development students as it allows them to apply the knowledge and skills acquired in courses all the modules offered on the programme as they prepare and present business plans to a panel of various experts. The module also acts as the seedbed for throughput for the University’s Innovation Hub and Industrial Park. |
| BEM402 | Contemporary Management Issues | The module will expose students to contemporary issues in management. This is another route through which established enterprises will internationalise and achieve competitiveness. Students on the programme will therefore be empowered to be entrepreneurs who are capable of managing enterprises applying contemporary practices. |
| BEM403 | Strategic Management 11 |
This module is designed to equip students with knowledge on how to explore an organisation’s vision, mission, examine principles, techniques and models of organisational and environmental analysis, and discuss the theory and practice of strategy formulation, implementation and evaluation.This module is designed to explore an organisation’s vision, mission, examine principles, techniques and models of organisational and environmental analysis, and discuss the theory and practice of strategy formulation, implementation and evaluation. |
| HCM401 | Strategic Human Capital Management | This module helps students to identify and evaluate the major factors influencing the development of Strategic Human Capital Management and practice. Students will understand key concepts relating to the formulation and implementation of Human capital and business strategies. |
| SDLSBE401 | Student Development and Life Skills |
This is a four-year course broken down into four parts. The course gives brief but succinct coverage of student development theories and how they inform teaching and learning at tertiary education institutions. These theories include William Perry’s Student Development Schemer, P. Chickering, J. Piaget and Lawrence Kohlberg’s student development theories. The Module then introduces students to concepts, programmes and activities that foster student quotients; i.e., IQ (Intelligent Quotient), SQ (Social Quotient), AQ (Adversity Quotient), EQ (Emotional Quotient), MQ (Money Quotient or entrepreneurial capability), etc. The course adopts participatory and student-centred approaches in creating platforms for student growth in the following social and soft skills: effective communication, interpersonal skills, problem-solving skills, negotiation skills, networking skills, group dynamics, presentation skills, empathy and compassion, community consciousness, voluntarism, leadership skills, integrity, self-efficacy, self-confidence, self-actualisation, self-esteem, critical awareness, responsible citizenship, motivation and self-driven, aesthetical and environmental appreciation, healthy lifestyles, aristocratic social graces and appreciation of art and music, etiquette, grooming and deportment, etc |
| BEM460 | Research Project | This is a research project of about 10000 words based on an agreed topic, preferably of public relations significance, written over two semesters. A student initially writes and submit a research project proposal of about 3000 words that, if approved, is subsequently implemented. Thereafter, each student is assigned an academic supervisor to guide her in the implementation of the research proposal and writing up of the research project. |