In this module, students work in groups to develop a co-operative business plan that could be launched on graduation. This could be anything where there is an identified primary social need (e.g. housing) or secondary social need (e.g. leisure). Students are given step by step guidance about how to form a co-operative business. Through the process of developing a co-operative business plan, the students will be required to engage with the aims of the module.
Co-operatives are found throughout the world and the principles enshrined by the International Co-operative Alliance form the basis of the business models developed in this module.
Sustainability is a key consideration in the viability of the business plans developed in this module, in line with the seventh principle of co-operation set out by the ICA, which states: ‘Co-operatives work for the sustainable development of their communities through policies approved by their members’.
The module will be of value to students seeking to work in environments where knowledge of co-operative principles and working practices are important. For example, government posts, NGOs and businesses that transact with co-operatives. You will also develop team work skills and co-operative solutions to common problems like ‘free riders’ and leadership conflict.
Full module specification
|Module title:||Co-operative Enterprise|
|Duration of module:||
Duration (weeks) - term 2: |
The aims of this module are to:
- explain the importance of co-operative values and principles to member based businesses
- explore how co-operatives as a social economic model can contribute to community development
- provide an in-depth analysis of different types of member owned business
- equip students with the skills, knowledge and experience to develop a co-operative business plan that aligns with co-operative values and principles
ILO: Module-specific skills
- 1. articulate the elements that make co-operatives distinctive organisations vis-à-vis, state run enterprises, investor owned businesses and social purpose enterprises (e.g. charities);
- 2. identify opportunities in which co-operative enterprises might be best placed to meet social needs;
- 3. design and communicate a co-operative business plan, using oral presentations and written documents, that is congruent with co-operative values and principles;
- 4. critically evaluate the effectiveness of different co-operative enterprises and their associated legal, financial and organisational forms.
ILO: Discipline-specific skills
- 5. relate, in writing and verbally, how co-operative enterprises can be designed to solve economic, social, cultural and environmental problems;
- 6. connect the practitioner and academic worlds vital to the success of co-operative enterprise, in the presentation of theory, concept and evidence.
ILO: Personal and key skills
- 7. identify the value of specific skills that support co-operative enquiry. These skills involve individuals developing an awareness about the challenges faced by the co-operating group, effectively evaluating their personal capabilities in relation to those possessed by other group members, and taking on different roles at different times in the collaborative process in the best of interests of the group; for example, with respect to teamwork, leadership, empathy, and inter and intra group collaboration;
- 8. exercise autonomy through independent learning including the effective use of time and resources to deliver a group presentation and contribute to a business plan;
- 9. demonstrate appropriate and innovative use of technology.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching Activity||14||Lectures|
|Scheduled Learning and Teaching Activity||8||Tutorials|
|Scheduled Learning and Teaching Activity||2||Workshops|
|Guided Independent Study||126||Research, reading, reflection. Preparation for lectures, tutorials and assessments.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Class Discussions||Varies each session||1-9||Verbal|
|Class Exercises||Varies each session||1-9||Verbal|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|MCQ test||40||30 minutes and 20 questions||1,4,6,7||Automated online feedback|
|Group presentation||15||10 minute presentation, followed by Q&A with Dragons||1-9||Written and verbal|
|Group business plan||45||Max 1500 words per student||1-9||Written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|MCQ test||MCQ test (40%)||1,4,6,7||August/September Reassessment Period|
|Group presentation||Individual presentation (5 minute recorded presentation, 15%)||1-6,9||August/September Reassessment Period|
|Group business plan||Individual essay (2,250 words, 45%)||1,2,4,5,6,9||August/September Reassessment Period|
MCQ Test 40%; Individual Presentation 15%; Individual Essay 45%.
- Co-operative Social Enterprise
- Co-operative Organisational Forms
- Co-operative Teams: Theoretical Approaches
- Co-operative Legal Frameworks
- Co-operative Case Study
- Mid-Term Test
- Dragon’s Den Presentations
- Marketing Co-operative Impacts
Indicative learning resources - Basic reading
Birchall, J. (2011) People-Centred Business: Co-operatives, Mutuals and the Idea of Membership, Basingstoke: Palgrave-Macmillan
Mazzarol, T., Soutar, G. & Mamouni Limnios, E. (2019), ‘Member loyalty and WOM in co-operative and mutual enterprises’, Journal of Services Marketing, 33(3), 303-315. https://doi.org/10.1108/JSM-07-2018-0195
Ridley-Duff, R., & Bull, M. (2015). Understanding social enterprise: Theory and practice (2nd ed.). London: SAGE Publications Ltd.
Ridley-Duff, R. J. (2009) ‘Cooperative Social Enterprises: Company Rules, Access to Finance and Management Practice’, Social Enterprise Journal 5(1), 50-67
Scholz, T. (2016). Platform cooperativism. Challenging the corporate sharing economy. New York, NY: Rosa Luxemburg Foundation. https://eticasfoundation.org/wp-content/uploads/2019/03/Scholz_Platform-Cooperativism.pdf
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
- https://www.uk.coop/resources/simply-finance - a comprehensive guide to the different options for financing a community enterprise.
- https://www.uk.coop/resources/simply-governance-guide - A comprehensive guide to understanding the systems and processes concerned with the running of a sustainable community enterprise
- https://www.uk.coop/resources/simply-start - A guide for anyone involved in the creation of an enterprise that will be owned by, run by, and supported by the community in which it operates
- https://www.uk.coop/resources/simply-legal - A comprehensive guide to the legal forms and organisational types for community enterprises
The Co-operative Movement and Related Institutions
Last revision date