Welcome to ENT100 - Venture into Entrepreneurship.
The aim of the subject is to introduce the theory and practice of entrepreneurship and entrepreneurs as change agents. Students can gain an overview of the life cycle of ventures and the resources required. They also assess their own “mindset” and motivations for entrepreneurship to consider their future pathway. The subject also introduces the different challenges in entrepreneurship, including the “dark side” resulting from the pressure to succeed.
Program Director Academic and contact details
Kellie Lumsden
klumsden@ichm.edu.au
Subject lecturer and contact details
Full name
insert small photo
Subject lecturer
Please direct any questions concerning the teaching of this subject to your subject lecturer.
The lecturer for this subject is:
Full name
I am a… (industry experience) and a lecturer. I have my own XXX business and an Industry experience contract/serve on xx relevant committees. I’ve been a .... For the past xxx years I’ve been... I also continue to… privately. I started my lecturing career as a, then moved into adult/higher education and have continued over the past xx years, delivering courses in xxx. I’ve also worked in xxx roles.
Welcome to ENT100 Venture into Entrepreneurship.
The aim of the subject is to introduce the theory and practice of entrepreneurship and entrepreneurs as change agents. Students can gain an overview of the life cycle of ventures and the resources required. They also assess their own “mindset” and motivations for entrepreneurship to consider their future pathway. The subject also introduces the different challenges in entrepreneurship, including the “dark side” resulting from the pressure to succeed.
| Subject credit points | Total course credit points |
|---|---|
| 3 | 72 |
| Total No. timetabled hours: | Total No. personal study hours: | Total workload hours: |
|---|---|---|
| 36 | 84 | 120 |
| No. timetabled hours per week | No. personal study hours per week | Workload hours per week |
| 3 | 7 | 10 |
| ICHM Graduate Qualities (GQ) | ||||
|---|---|---|---|---|
| ID | Graduate Qualities | Description | Graduate will: | |
 |
GQ1 | Global inclusivity and sustainability | Be responsible and effective global citizens | Critically analyse and reflect upon how society interacts with the environment, its complex nature and how they can influence society as change agents |
| Demonstrate a commitment and responsibility to global ethical practices, sustainability and respect for universal cultural diversity | ||||
| Develop business approaches that demonstrate value for scalable and sustainable social enterprises | ||||
 |
GQ2 | Professional identity and practice | Ability to demonstrate and systematically apply business/ marketing/ entrepreneurship practices | Apply an in-depth body of knowledge relating to the discipline focus area of business practice |
| Exhibit ethical values and judgement according to a personal and professional brand | ||||
| Develop a sense of self, showing expertise, passion and dedication in the professional world and the ability to connect with a variety of stakeholders in supporting industry outcomes | ||||
| Demonstrate a growth mindset that leverages resilience and the ability to manage change in a fluid business environment with expertise, emotional intelligence and empathy | ||||
 |
GQ3 | Independent self-management and life-long learning | Be lifelong and applied learners who are open to new ideas, applications and techniques | Demonstrate a commitment to self-directed lifelong learning and intellectual development |
| Be lifelong and applied, autonomous learners who are reflective, open to new ideas, applications and techniques | ||||
| Develop and draw upon resourceful practices, highlighting an adaptable nature, resilience and wellbeing | ||||
 |
GQ4 | Collaboration and skilled communication | Ability to work in a team and develop effective relationships in a diverse environment | Present and transmit complex ideas via a range of mediums that persuade, influence and inform a range of stakeholders |
| Work independently, as well as collaboratively in peer communities to creatively understand problems worth solving | ||||
| Ability to work in a team, think collaboratively and develop effective relationships in a diverse environment | ||||
 |
GQ5 | Critical thinking and creativity | Apply knowledge and skills to the current business environment | Apply information literacy to creatively impact and solve industry problems |
| Lead innovative projects and test new approaches, ideas, products, and services to be adopted by an existing organisation | ||||
| Demonstrate the ability to effectively identify, formulate and solve unpredictable and complex problems, to generate ideas and demonstrate a capacity for initiative, judgement, innovation and divergent thinking | ||||
On successful completion of this course you will be able to:
- CLO 1 - Critically evaluate relevant fundamental business theory in relation to developing best practise management approaches.
- CLO 2 - Demonstrate the ability to apply knowledge and develop relevant analytical frameworks and techniques.
- CLO 3 - Analyse, evaluate and critique the evolving business landscape to identify opportunities for enterprise and innovation.
- CLO 4 - Collaborate with a variety of stakeholders where the problem and its solution are often complex.
- CLO 5 - Analyse appropriate data and information to develop business concepts and plan and complete projects in a range of business contexts.
- CLO 6 - Apply technical and professional proficiencies that are necessary to operate ethically and efficiently in business environments.
- CLO 7 - Reflect on, assess and manage ongoing development of own lifelong learning capabilities and future development needs.
- CLO 1 - Critically evaluate relevant fundamental business theory in relation to developing best practice marketing approaches.
- CLO 2 - Demonstrate the ability to apply knowledge and develop relevant analytical frameworks and techniques.
- CLO 3 - Analyse, evaluate and critique the evolving marketing landscape to identify opportunities for enterprise and innovation.
- CLO 4 - Collaborate with a variety of stakeholders where the problem and its solution are often complex.
- CLO 5 - Analyse appropriate data and information to develop marketing strategy and concepts, as well as design, plan and implement marketing projects and campaigns in a range of business contexts.
- CLO 6 - Apply technical and professional proficiencies that are necessary to operate ethically and efficiently in marketing contexts.
- CLO 7 - Reflect on, assess and manage ongoing development of own lifelong learning capabilities and future development needs.
- CLO 1 - Critically evaluate relevant fundamental business theory in relation to developing best practice entrepreneurship approaches.
- CLO 2 - Demonstrate the ability to apply knowledge and develop relevant analytical frameworks and techniques.
- CLO 3 - Analyse, evaluate and critique the evolving entrepreneurship landscape to identify opportunities for enterprise and innovation.
- CLO 4 - Collaborate with a variety of stakeholders where the problem and its solution are often complex.
- CLO 5 - Analyse appropriate data and information to develop entrepreneur ventures or ideas, as well as design, plan and complete projects in a range of business contexts.
- CLO 6 - Apply technical and professional proficiencies that are necessary to operate ethically and efficiently in entrepreneurship.
- CLO 7 - Reflect on, assess and manage ongoing development of own lifelong learning capabilities and future development needs.
Subject Learning Outcomes
On successful completion of this subject you will be able to:
- Discuss the importance of entrepreneurship as a driver of growth and how it varies from "business as usual".
- Explain the fundamental role of entrepreneurs as change agents.
- Identify generally shared traits of entrepreneurs, although there is no single set of entrepreneurial traits.
- Discuss a global perspective on how entrepreneurial motivation varies according to circumstances, particularly the economic environment.
- Review the myriad of motivations of entrepreneurs and reflect on personal motivations.
- Identify the typical phases of venture development and resources required.
The prescribed textbook for this subject is:
There is no prescribed text for this subject.
- Fiksel, J 2015, Resilient by design: Creating businesses that adapt and flourish in a changing world, Island Press.
- Frederick, H, O’Connor, A & Kuratko, DF 2019, Entrepreneurship, 5th edn., Cengage.
- Greene, CL 2018, Entrepreneurship: Ideas in action, 6th edn., Cengage.
- Holbech, L 2018, The agile organisation: How to build an engaged, innovative and resilient business, 2nd edn., Kogan Page Limited.
- Read, S & Sarasvathy, S, Dew, N & Wiltbank, R, 2016, Effectual entrepreneurship, 2nd edn., Routledge.
- Academy of Strategic Management Journal
- Entrepreneurship Theory and Practice
- Harvard Business Review
- International Journal of Entrepreneurship
- Journal of Business Venturing
- Journal of Small Business Management
- Churchill, NC & Lewis, VL 1983, ‘The five stages of small business growth’, Harvard Business Review.
- Global Entrepreneurship Monitor, The world’s foremost study of entrepreneurship, Global Entreprenurship Research Association, https://www.gemconsortium.org/
- Rampton, J 2018, 7 life lessons from my entrepreneurship journey, Entrepreneur South Pacific Magazine, https://www.entrepreneur.com/article/234241
- Mielach, D 2013 Entrepreneurs define the meaning of ‘success’, Business News Daily Magazine, https://www.businessnewsdaily.com/4161-definition-business-success.html
Library services can be found via the IHEA Library and provides access to many resources which you will need to complete your studies whilst a student at ICHM. The professional library staff are very helpful and skilled in showing you how to find resources online. You can access our library via the i-campus.
For additional information relating to ICHM and your course, please refer to ICHM student handbook and Policies and Procedures on the i-campus. Key contacts for the ICHM support team are:
Alex McGee – ICHM Learning Advisor
Email: amcgee@ichm.edu.au
Phone: 61 8 8228 3652
Renata Wilson – Senior Student Counsellor and Wellbeing Advisor
Email: rwilson@ichm.edu.au
Phone: 0419822753
Reasonable adjustments may be made to accommodate a student with a disability and reduce the impact of a disability on a student’s academic success.
Adjustments may include modifications to the learning environment, teaching method, or assessment conditions to increase the participation of a student without compromising the academic standard or the inherent course requirements.
ICHM does not restrict enrolment on the basis of disability or discriminate against students with a disability. However, ICHM may deny entry based upon reasonable belief of a student's inability to successfully complete the course, based upon potential limitations applied by the disability, and restricted participation within course requirements.
Please refer to the Reasonable Adjustment policy for further information.
If your disability or special circumstance requires the provision of a reasonable adjustment for this subject, please seek advice at the commencement of your subject from the Program Director Academic or Student Support.
Kellie Lumsden
Program Director Academic
klumsden@ichm.edu.au
Alex McGee
ICHM Learning Advisor
amcgee@ichm.edu.au
ICHM seeks to prepare students to meet or exceed the demands and expectations of industry. The highest standards of courtesy and professionalism by staff and students in all aspects of study at ICHM are expected. ICHM students are expected to conduct themselves in a manner which does not impair the functioning of the College and the reasonable freedom of other persons to pursue their studies, research, duties or lawful activities of the College or to participate in the life of the College and to observe the ICHM Student Code of Behaviour. An ICHM student who does not conduct themselves in such a manner may be reported for misconduct under this Personal Conduct Policy.
Definitions of misconduct can be found in the Personal Conduct policy.
In addition, ICHM is committed to ensuring all students are communicated within a reliable, timely, effective, and efficient manner. Students should consider their etiquette, written communication, and verbal communication in accordance with the ICHM personal conduct policy and ICHM communications policy.
It is strongly recommended that you attend and actively participate in all your scheduled seminars and consultation sessions. If unexpected events prevent you from attending your scheduled seminar or consultation session, you can access the recordings via the LMS and by speaking to your lecturer to ensure you have not missed anything important.
Each week, you should read through the subject content and resources, engage with the learning tasks, attend and participate in seminars, and review your understanding of the weekly materials.
Please contact your lecturer for any help you may need with the subject. Please remember to utilise the ICHM student services to assist with any study matters.
Pass/fail requirements
In order to pass this subject, you must:
- achieve a minimum overall score of 50% for the subject
Refer to Assessment Policy for further information on the pass/fail requirements.
Academic Integrity refers to upholding ethical standards in all aspects of learning, teaching, and research at ICHM. All staff and students of ICHM are expected to engage in their scholarly and research endeavours in a responsible and ethical way so that they uphold the virtues of honesty, fairness, trust, respect and responsibility. To this end, all staff and students are required to undertake their own work and ensure that the use of other people’s ideas and writing are duly acknowledged.
Contract cheating refers to a form of collusion whereby a student either outsources or asks someone else to produce an academic assessment piece on the student’s behalf. Contract cheating is a serious form of academic dishonesty and is a breach of the Academic and Research Integrity policy.
Please familiarise yourself with the ICHM the Academic & Research Integrity policy.
- Your assessment submissions must be accompanied by a completed assessment cover page. The cover page should include: Full Name (including all other names if the Assessment is for group work)
- 4 digit ID number
- Title of Assessment
- Word count
Your assessments must comply with the assessment format and item table requirements. You can find these under each Assessment Outline.
The Lecturer PowerPoint slides must not be cited as a reference in any type of Assessment. However, the references provided in the Powerpoint slides can be used.
In this subject, assignments may contain a maximum of 5% direct quotation and 20% paraphrasing from references. Assignments that are excessively reproductive and unoriginal will not be assessed and may receive a grade of 0%.
All students are required to follow the version of the CDU Harvard Referencing System as outlined by your lecturer.
All referencing will be in accordance with the Harvard Author Date (CDU) style, which is available at: https://libguides.cdu.edu.au/ld.php?content_id=40338940
The below grade descriptors will be used to guide the allocation of your marks for this subject.
| Grade | Mark/Grade Point | Definition |
|---|---|---|
| HD |
85% - 100% |
Evidence that the student has demonstrated outstanding performance on all learning outcomes including considerable additional work in wider areas relevant to the topic and has demonstrated the acquisition of an advanced knowledge/ understanding required for meeting the learning outcomes at the highest level. The student would normally have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining knowledge of the subject with original creative thinking. |
| D | 75% - 84.9% Grade Point: 6.0 |
Evidence that the student has demonstrated a high level of performance on all learning outcomes including considerable additional work in wider areas relevant to the topic and has demonstrated advanced knowledge/ understanding required for meeting the learning outcomes. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have demonstrated a broad familiarity with the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. |
| C | 65% - 74.9% Grade Point: 5.0 |
Evidence that the student has demonstrated a high level of performance on all learning outcomes or an outstanding performance on the majority including additional work in wider areas relevant to the topic and has demonstrated a sound level of knowledge/ understanding required for meeting the learning outcomes. The student would normally have attained a sound knowledge of matter contained in set texts and demonstrated familiarity with the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. |
| P1 | 55% - 64.9% Grade Point: 4.5 |
Evidence that the student has demonstrated a satisfactory performance on all learning outcomes, or high performance on some learning outcomes that compensates for unsatisfactory performance on others, resulting in an overall satisfactory performance. The student should have demonstrated an adequate knowledge of set texts/readings and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. |
| P2 | 50% - 54.9% Grade Point: 4.0 |
Evidence that the student has demonstrated a satisfactory performance on the majority of learning outcomes. The student should demonstrate an adequate knowledge of set texts/readings and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. |
| F1 | 45% - 49.9% Grade Point: 1.5 |
Evidence that the student has demonstrated unsatisfactory performance on a number of learning outcomes. |
| F2 | 00% - 44.9% Grade Point: 1.0 |
Evidence that the student has demonstrated unsatisfactory performance on the majority of learning outcomes. |
Appealing a grade
Students have the ability to discuss individual assignment results with their lecturers. If the student has a concern with is not resolved by the subject lecturer, they can submit an appeal to the Academic Committee. The student must submit the appeal within two weeks of being advised of the final grade. A written submission to the Academic Committee via the Academic Committee email. It is highly advantageous that the student provide evidence to support the appeal. The Academic Committee shall review and approve student results, hear and determine student appeals and relevant student applications for extensions and for supplementary assessments. The Academic Committee shall recommend final grades to the Academic Board. The student may choose to attend the Academic Committee meeting. If the student is not satisfied with the decision of the Academic Committee, they can appeal the decision in line with the Academic Grievance Policy.
Submission dates and extensions
Failure to submit work by the nominated “due time and date” will result in a penalty of 5% of the total available mark for each and every day beyond the due time and date. An extension on the due time and date for an assignment or report may be granted by the subject lecturer for a period of up to two weeks. Written application on the appropriate ‘Extension Request’ form must be made a minimum of 5 days prior to the due date of the assessment, at which point a draft copy of work commenced must be presented to the subject lecturer.
All ICHM students are provided with access to their own dedicated ‘OneDrive’ account. It is the student’s responsibility to use this account to save and backup all written assessment work. Requests for extensions due to the loss of work based upon failing to use OneDrive will not be accepted.
If an extension greater than two weeks is required, an email request must be received by the Chair of the Academic Committee, Kellie Lumsden – Program Director Academic 5 days prior to the due date of the assessment, at which point a draft copy of work commenced must be presented.
If an extension is being sought based on medical grounds, the approved ICHM Medical Certificate form must be used to support this application.
If an extension is granted and the work is not submitted by the new, approved due time and date, a 0% will be recorded for the assessment point.
Supplementary Assessment
A subject lecturer may award a supplementary assessment where a student attains 45% to 49% in an assessment point. The supplementary assessment may be a resubmission of the original assessment piece. This supplementary assessment must be completed within 10 weekdays of the student being notified by the subject lecturer. Where a supplementary assessment has been awarded, the maximum mark achievable for the assessment point is 50%.
The Academic Committee may award a supplementary assessment when considering final results for subjects. Such supplementary assessments could be awarded on medical, compassionate, academic or other special considerations. Where a supplementary assessment has been awarded for the subject, the maximum mark achievable for the subject is 50%. A supplementary assessment must be submitted completed within 10 weekdays of the student being notified by the Academic Committee unless additional provisions have been made by the committee. Failure to submit by the revised due date will result in a fail grade of the supplementary assessment. Failure of the supplementary assessment will result in a fail grade for the subject.
In the granting of a supplementary assessment the full range of grades may be available for situations involving medical, compassionate or special considerations. This must be approved by the Academic Committee.
Submitting assessments
It is the responsibility of all students to safeguard against all potential breaches of Academic and Research Integrity. - Refer to the ICHM Learning Management System (LMS) for information on Assessment submissions. Your assessment will be run through Turnitin and in doing so, students are deemed to have declared that their assessment is entirely their own work upon submission. Furthermore, students are deemed to have declared that the work has not been previously submitted for a subject of the College, or any other educational institution.
Further information on submitting an assignment and checking for academic integrity using Turnitin can be found here https://help.turnitin.com/feedback-studio/turnitin-website/student/student-category.htm
Trimester Overview
| Week | Topic | Assessment |
|---|---|---|
| 1 | Topic 1: Why entrepreneurship? | |
| 2 | Topic 2: Defining entrepreneurship | Assignment 1: Quiz 1 due |
| 3 | Topic 3: Entrepreneurs as change agents | Assignment 1: Quiz 2 due |
| 4 | Topic 4: Understanding and initiating change - personal, organisational and systemic | Assignment 1: Quiz 3 due |
| 5 | Topic 5: Is there a "typical entrepreneur"? | Assignment 1: Quiz 4 due |
| 6 | Topic 6: Global perspective on entrepreneurial motivation | |
| 7 | Assessment Feedback | Assignment 2 due |
| 8 | Topic 7: Entrepreneurial cognition: Theory and practice | |
| 9 | Topic 8: Dark side of entrepreneurship | |
| 10 | Topic 9: The journey 1: Life cycle theory of organisations | |
| 11 | Topic 10: The journey 2: Characteristics of organisations at various stages | Assignment 3 due |
| 12 | Topic 11: The journey 3: Key management factors and the stages of development | Assignment 4 due |
| 13 | Assessment feedback | Assignment 4 due |
| Assessment tasks | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Type | Weight | When assessed | Subject Learning Outcomes | Course Learning Outcomes | Graduate qualities | ||||||
| BBUS | BBUS (MKT) | BBUS (ENT) | |||||||||
| 1 | Online Quiz (Individual) 1000 equivalent words |
20% | Week 2-5 | a, b & f | 1 & 3 | N/A | 1 & 3 | 2, 3, 4 & 5 | |||
| 2 | Case Study (Individual) 1000 words |
20% | Week 7 |
b, d & e |
1, 2, 3 & 7 | N/A | 1, 2, 3 & 7 | 1, 2, 3, 4 & 5 | |||
| 3 | Reflective Analysis (Individual) 1500 equivalent words |
40% | Week 11 | c, d & e | 2 & 7 | N/A | 2 & 7 | 1, 3 & 5 | |||
| 4 | Scenario Analysis (Group) 1000 words |
20% |
Week 12-13 | b & f |
1 & 3 | N/A | 1 & 3 | 2, 3, 4 & 5 | |||
| Assessment title: Test your understanding. | Assessment weighting: 20% | ||
| Assessment type: Online quiz (individual) | Word limit: 1000 equivalent | ||
| DUE DATE: | |||
| Assessment instructions | |||
|---|---|---|---|
|
Assessment 1 is comprised of four parts. Quizzes 1,2,3 & 4 all test entrepreneurial concepts aligned to the Subject Learning Outcomes, including key terms such as entrepreneurial opportunity, different types of entrepreneurs and intrapreneurship. The questions allow you to show your knowledge of the terms as well reflecting on these and providing examples. For Quiz 1 you are required to answer 2 long answer questions in your own words For Quiz 2 you are required to answer 2 long answer questions in your own words For Quiz 3 you are required to answer 1 long answer question in your own words. For Quiz 4 you are required to answer 3 long answer questions in your own words |
|||
| Assessment format | |||
| There are four stand-alone Quizzes that together form Assessment 1 and constitute the first 20% of total assessment. You can access the quiz via the LMS. Quiz 1 Conducted in week 2. 2 Long answer overarching questions. Quiz 2 Conducted in week 3. 2 Long answer overarching questions. Quiz 3 Conducted in week 4. 1 Long answer overarching question. Quiz 4 Conducted in week 5. 3 Long answer overarching questions. |
|||
| Item | Required? Y/N | Word count inclusion? Y/N | Lecturer comment |
| Title Page | N | N | |
| Executive Summary | N | N | |
| Table of Contents | N | N | |
| Introduction | N | N | |
| Body | N | N | See quiz questions |
| Conclusion | N | N | |
| Reference List | N | N | |
| Appendices | N | N | |
| Specific line spacing | N | N | |
| Specific margins | N | N | |
| Min/max references | N | N | |
| Calibre of references | N | N | |
| Template in use | N | N | |
| Submission details: | |||
| Electronic copies of the assignment must be submitted by 23.59 on the due date. Do not ‘E-mail’ assignments, as they will not be accepted in this subject. See the LMS on assessment submission instructions. |
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Assessment 1 Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
| Quiz 1: Short answer questions (25%) |
Does not demonstrate an understanding of knowledge of the concepts. There are limited or no descriptions, explanations, and discussion of the course materials. | Demonstrates adequate knowledge of the concepts through the use of sufficient descriptions, sound explanations and discussion of the course materials. | Demonstrates a sound knowledge of the concepts through the use of descriptions, sound explanations and discussion of the course materials. | Demonstrates a well-considered knowledge of the concepts through the effective use of descriptions, explanations and discussion of the course materials. | Demonstrates a comprehensive knowledge of the concepts through the substantive use of descriptions, thoughtful explanations and discussion of the course materials. |
| Quiz 2: Short answer questions (25%) |
Does not demonstrate an understanding of knowledge of the concepts. There are limited or no descriptions, explanations, and discussion of the course materials. | Demonstrates adequate knowledge of the concepts through the use of sufficient descriptions, sound explanations and discussion of the course materials. | Demonstrates a sound knowledge of the concepts through the use of descriptions, sound explanations and discussion of the course materials. | Demonstrates a well-considered knowledge of the concepts through the effective use of descriptions, explanations and discussion of the course materials. | Demonstrates a comprehensive knowledge of the concepts through the substantive use of descriptions, thoughtful explanations and discussion of the course materials. |
| Quiz 3: Short answer questions (25%) |
Does not demonstrate an understanding of knowledge of the concepts. There are limited or no descriptions, explanations, and discussion of the course materials. | Demonstrates adequate knowledge of the concepts through the use of sufficient descriptions, sound explanations and discussion of the course materials. | Demonstrates a sound knowledge of the concepts through the use of descriptions, sound explanations and discussion of the course materials. | Demonstrates a well-considered knowledge of the concepts through the effective use of descriptions, explanations and discussion of the course materials. | Demonstrates a comprehensive knowledge of the concepts through the substantive use of descriptions, thoughtful explanations and discussion of the course materials. |
| Quiz 4: Short answer questions (25%) |
Does not demonstrate an understanding of knowledge of the concepts. There are limited or no descriptions, explanations, and discussion of the course materials. | Demonstrates adequate knowledge of the concepts through the use of sufficient descriptions, sound explanations and discussion of the course materials. | Demonstrates a sound knowledge of the concepts through the use of descriptions, sound explanations and discussion of the course materials. | Demonstrates a well-considered knowledge of the concepts through the effective use of descriptions, explanations and discussion of the course materials. | Demonstrates a comprehensive knowledge of the concepts through the substantive use of descriptions, thoughtful explanations and discussion of the course materials. |
| Assessment title: New disruptor | Assessment weighting: 20% | ||
| Assessment type: Case study (individual) | Word limit: 1000 words | ||
| DUE DATE: | |||
| Assessment instructions | |||
|---|---|---|---|
| Often entrepreneurial ventures respond to specific opportunities in the market. You could say timing is essential – entering the market at the right time, when the right circumstances present themselves is essential to success. Entrepreneurship often acts as a disruptor or changemaker, jumping into new innovative opportunities or rethinking a more traditional approach or offering. You will develop a short case study on a chosen innovative entrepreneurial venture. You can choose any venture that you believe is a disruptor and has been launched in the last 12 months. You will need to:
Ensure you support your case study with appropriate references. |
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| Assessment format | |||
A suggested format is:
|
|||
| Item | Required? Y/N | Word count inclusion? Y/N | Lecturer comment |
| Title Page | Y | N | |
| Executive Summary | N | N | |
| Table of Contents | N | N | |
| Introduction | Y | Y | |
| Body | Y | Y | |
| Conclusion | Y | Y | |
| Reference List | Y | N | |
| Appendices | N | N | |
| Specific line spacing | N | N | |
| Specific margins | N | N | |
| Min/max references | N | N | Minimum 5 references |
| Calibre of references | Y | Y | |
| Template in use | N | N | |
| Submission details: | |||
| Electronic copies of the assignment must be submitted by 23.59 on the due date. Do not ‘E-mail’ assignments, as they will not be accepted in this subject. See the LMS on assessment submission instructions. |
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Assessment 2 Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
| Introduction of new venture (20%) |
Student has provided an insufficient and/or irrelevant introduction of the new venture. | Student has provided an adequate introduction of the new venture. However, this has not really been tailored to the requirements of the paper. | Student has provided a sound introduction of the new venture. This has mostly been tailored to the requirements of the paper. | Student has provided a very good introduction to the new venture setting out some key information relevant to the case study. | Student has provided an excellent introduction to the new venture. The introduction has been very well considered to align with key information needed in this case study specifically. |
| Analysis of market relevance, timing and innovation (40%) |
Insufficient analysis has been included. There is a lack of discussion in terms of the environmental impacts that affect the market relevance, timing and innovation. | Adequate analysis has been set out in the paper. Basic discussion of the market relevance, timing and innovation has been included. | Sound analysis of the market relevance, timing and innovation have been included however these lack depth. | Very good analysis has been included in the paper. The market relevance, timing and innovation have been discussed well and some valuable insights are included. | Outstanding analysis of the market relevance, timing and innovation is included. Some very well-developed insights have been set out in the paper. |
| Writing (20%) |
There is poor spelling and grammar throughout the paper. Writing is incoherent. Student has provided no indication of what the argument will be or how the case study analysis will be structured at the beginning of the paper. | There are some spelling and grammar errors. The student does not express opinions or ideas clearly. Insufficient guidance as to how the case study analysis will be structured is provided at the beginning of the paper. | There are a few grammatical or spelling errors. The student has expressed ideas reasonably clearly. Some guidance as to what the argument will be and how the case analysis will be structured is provided at the beginning of the paper. | Consistently uses correct grammar with minor errors. The student expresses ideas in a clear and concise manner. Clear guidance provided as to what the argument will be and how the case study analysis will be structured at the beginning of the paper. | Excellent grammar and writing style. The student presents ideas in a cohesive, easy-to understanding manner. An outstanding structure is set out. The argument is developed in a persuasive manner and the way in which the analysis will be structured is exceptionally well explained at the beginning of the paper. |
| Research and references (20%) |
Fails to provide accurate and/or any empirical information; makes empirical claims with no evidence to support them; uses no or inappropriate sources. | Some difficulties in identifying sufficient or relevant information; insufficient support for empirical claims from reliable sources; use of too few or somewhat inappropriate sources. | Some success in making sufficient and relevant empirical claims and in providing sufficient support for them from a reasonable number of reliable sources. | Accurately identifies sufficient and relevant empirical information and draws on support from sufficient and reliable sources. | Outstanding identification of relevant empirical information. Utilises an excellent breadth and diversity of sources. Excellent use of research to add credibility and insight to the findings and analysis. |
| Assessment title: YOU as an entrepreneur | Assessment weighting: 40% | ||
| Assessment type: Reflective analysis | Word limit: 1500 equivalent | ||
| DUE DATE: | |||
| Assessment instructions | |||
|---|---|---|---|
| Imagine yourself as an entrepreneur. You will need to film four short video journal entries of 3-5 minutes each:
For each of these entries you must draw on the self-directed study and lecturer-led activities covered in various topics. Rather than explaining the content covered you are expected to reflect upon it. To help guide you, you may think about how something applies to you, whether you agree or disagree with something and why this is or justify why you feel a particular way about something (I feel.... I think that... I agree with...because...). Use the content covered in Topic 4 as well as the examples of entrepreneurs across our classes to date, as the basis for your reflection on entrepreneurial qualities. |
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| Assessment format | |||
| Four (4) short video journal entries of 3-5 minutes each. Think about how you can show your own style or personality in these entries. You may think about creative video formats, a consistent theme that you carry through the presentation of your video entries or the use of props, backgrounds or locations. | |||
| Item | Required? Y/N | Word count inclusion? Y/N | Lecturer comment |
| Title Page | N | N | |
| Executive Summary | N | N | |
| Table of Contents | N | N | |
| Introduction | Y | Y | Introduce each entry at the start of your video. |
| Body | Y | Y | Discuss the question specific to each video journal entry. |
| Conclusion | Y | Y | Briefly summarise any main points from your video entry. |
| Reference List | N | N | |
| Appendices | N | N | |
| Specific line spacing | N | N | |
| Specific margins | N | N | |
| Min/max references | N | N | |
| Calibre of references | Y | N | There must be a diverse mix of references to support your analysis. |
| Template in use | N | N | |
| Submission details: | |||
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Electronic copies of the assignment must be submitted by 23.59 on the due date. Do not ‘E-mail’ assignments, as they will not be accepted in this subject. |
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Assessment 3 Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
| Progression and growth (20%) |
There is no clear development in the student’s learning, video presentation style and/or reflection across the entries. Feedback provided or self-reflection has not been incorporated into the consequent entries. | There is some evidence of progressive development in the student’s learning, video presentation style and/or reflection across the entries. Feedback provided or self-reflection has been somewhat incorporated into the consequent entries. | There is good evidence of progressive development in the student’s learning, video presentation style and/or reflection across the entries. Feedback provided or self-reflection has been mostly incorporated into the consequent entries. | There is very sound evidence of progressive development in the students learning, video presentation style and/or reflection across the entries. Feedback provided or self-reflection has been incorporated into the consequent entries. | There is outstanding evidence of development in the student’s learning, video presentation style and/or reflection across the entries. Feedback provided or self-reflection has been incorporated into the consequent entries in an excellent and responsive manner. |
| Reflection (40%) |
Shows no evidence of insight, understanding or reflective thought. Student has not presented a specific viewpoint. Examples have not been used or create a lack of clarity and do not connect to, or add any value to your topic. | Student has shown adequate insight and understanding. There is a lack of reflection or you have not linked your thoughts together very well. | Student has shown evidence of good understanding and reflective thought. There could be more supporting evidence, examples or justification. | Student has shown very good evidence of insight and understanding. Your video entries have examples of very good reflective thought, but this could be explored in more depth. | Shows evidence of comprehensive insight and understanding. Your reflection is excellent, building a well justified view on the topic. Student has provided examples, linked to theory or included personal experience to add depth to reflection and this stimulates thought and dialogue. |
| Video presentation and creativity (40%) |
Lacks creativity to support your narration. Your video presentation lacks coherence. Does not adhere to the prescribed time limit. The video does not show thought has been placed on the background and filming location. | Minimal creativity shown to support your narration. Your video presentation is coherent for the most part however missing one or two of the following elements; structure, transitions or language use. | Some creative ideas have been incorporated into your video entries. Your video presentation is coherent, with clear structure, transitions or language use. Your narration is fluent in the delivery, maintains an effective pace and eye contact and doesn’t run over allotted time. | This is a creative series of video entries. Presentation shows great style and appropriateness - fluent delivery, well-paced, maintains eye contact, fits time requirement, clearly practiced and thought out. Excellent presentation with attention placed into the video (i.e. background, filming location etc). | Presentation shows excellent style and appropriateness to a video entries. You have created an engaging and creative series of videos that support your narration. Any elements that have been included have been planned and incorporated well. Fits time requirement clearly practiced and thought out. Excellent presentation with attention placed into the video (i.e. background, filming location etc). |
| Assessment title: Organisational life cycle – venture analysis | Assessment weighting: 20% | ||
| Assessment type: Scenario analysis | Word limit: 1000 words | ||
| DUE DATE: | |||
| Assessment instructions | |||
|---|---|---|---|
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You will work together in groups of four (4). Research and pick an entrepreneurial venture in any country which was established five (5) to ten (10) years ago. It can be a venture that was successful and scaled successfully, a venture that was launched but unsuccessful or one that is still operating and has the potential to scale. You need to:
Make sure to keep a record of all discussions, meeting minutes and communications between your group members. |
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| Assessment format | |||
A suggested format is:
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| Item | Required? Y/N | Word count inclusion? Y/N | Lecturer comment |
| Title Page | Y | N | |
| Executive Summary | N | N | |
| Table of Contents | N | N | |
| Introduction | Y | Y | |
| Body | Y | Y | |
| Conclusion | Y | Y | |
| Reference List | Y | N | |
| Appendices | N | N | |
| Specific line spacing | N | N | |
| Specific margins | N | N | |
| Min/max references | Y | N | Minimum of 10 references. |
| Calibre of references | Y | N | There must be a diverse mix of references to support your analysis. |
| Template in use | N | N | |
| Submission details: | |||
| Electronic copies of the assignment must be submitted by 23.59 on the due date. Do not ‘E-mail’ assignments, as they will not be accepted in this subject. See the LMS on assessment submission instructions. |
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Assessment 4 Rubric
| CRITERIA | FAIL | PASS | CREDIT | DISTINCTION | HIGH DISTINCTION |
|---|---|---|---|---|---|
| Venture selection (20%) |
Students have not explored various suitable ventures as a group. An insufficient or incoherent rationale has been provided to justify the final choice of venture. |
Students have explored suitable ventures to some degree. A very basic rationale has been provided to justify the final choice of venture. | Students have explored suitable ventures well. A rationale has been provided to justify the final choice of venture however this lacks depth. | Students have explored suitable ventures very well. A sound rationale has been provided to justify the final choice of venture. | Students have explored multiple suitable ventures in an excellent manner. An outstanding rationale has been provided to justify the final choice of venture. |
| Analysis (35%) |
Insufficient analysis has been included. There is a lack of discussion in terms of the success and failure of the venture and the organisational life cycle. |
Adequate analysis has been set out in the paper. Basic discussion of the success and failure of the venture and the organisational life cycle were. | Sound analysis of the success and failure of the venture and the organisational life cycle has been included however this lacks depth. |
Very good analysis has been included in the paper. The success and failure of the venture and the organisational life cycle have been discussed well and some valuable insights are included. |
Outstanding analysis of the success and failure of the venture and the organisational life cycle is included. Some very well-developed insights have been set out in the paper. |
| Research and references (25%) |
Fails to provide any, or accurate empirical information; makes empirical claims with no evidence to back them up; uses no or inappropriate sources. | Some difficulties in identifying sufficient or relevant information; insufficient support for empirical claims from reliable sources; use of too few or somewhat inappropriate sources. | Some success in making sufficient and relevant empirical claims and in providing sufficient support for them from a reasonable number of reliable sources. | Accurately identifies sufficient and relevant empirical information and draws on support from sufficient and reliable sources. | Outstanding identification of relevant empirical information. Utilises an excellent breadth and diversity of sources. Excellent use of research to add credibility and insight to the findings and analysis. |
| GROUP PERFORMANCE & REFLECTION (how effectively you worked within a team) (20%) | |||||
| Collaboration (10%) |
Different group perspectives and initiatives were not valued. Group collaboration was reluctant or obstructive with both teaching staff and peers inside and outside the classroom using a range of tools (i.e., virtual meetings, minutes, images, templates, checklists). The student’s overall performance did not meet the expectations of the team, and the overall performance was poor. | Different group perspectives and initiatives were somewhat valued. Group collaboration was sufficient however not very cohesive or productive. Limited engagement with teaching staff and peers inside and outside the classroom. Project management tools were not effectively utilised (i.e., virtual meetings, minutes, images, templates, checklists). The student did not always meet the expectations of the team. | Different group perspectives and initiatives were valued. Group collaboration was good however the cohesion, timing, contributions and/or conflict resolution could be improved. Suitable use of some of the tools (i.e., virtual meetings, minutes, images, templates, checklists). The student added value to the team, but the overall performance can be improved. | All group perspectives and initiatives were valued. Group collaboration was sound however could be further built on to become even more supportive. Effective use of a range of tools (i.e., virtual meetings, minutes, images, templates, checklists). Overall, the student added value to the team. |
All group perspectives and initiatives were valued, equitably considered, and encouraged. Group collaboration was outstanding. Conflict or disagreement may have occurred, however was dealt with, and learnt from in a productive manner. Outstanding use of a range of tools (i.e., virtual meetings, minutes, images, templates, checklists). Overall, the student was a valuable member of the team. |
| Group Contract (5%) |
Failure to negotiate and complete the group contract as a team with the details of responsibilities and duties. | Negotiated and completed the group contract as a team but failed to clearly identify all the responsibilities and duties of each team member. | Negotiated and completed the group contract as a team, but with ambiguity about the responsibilities and duties of each team member. | Negotiated and completed the group contract as a team, detailing the responsibilities and duties of each group member. | Excellent negotiation and completed the group contract as a team, detailing the responsibilities and duties of each group member. The group identified each team member's strengths and weaknesses and |
| Peer & Group Reflection (5%) |
Does not articulate what worked well and why, what did not work well and why, or ways to increase the effectiveness and efficiency of the group process in the future. Does not consider self or others. | Attempts to articulate what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future. May only discuss two of the three; discusses group without discussing self; discusses self without discussing group; discusses peer without discussing group and self. | Soundly articulates what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future, considering self as well as others. | Clearly articulates what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future, considering self as well as others. Relates self-reflection to personal learning outcomes. | Expertly articulates what worked well and why, what did not work well and why, and ways to increase the effectiveness and efficiency of the group process in the future, considering self as well as others. Relates self-reflection to personal learning outcomes. |
