TECHCOMM 3003 - Ethics and Cultural Aspects of Entrepreneurship

North Terrace Campus - Semester 2 - 2014

The aim of this course is to enable students from a variety of backgrounds to understand different ethical and cultural backgrounds and how they impact on the decision making process of entrepreneurs. The course will explore the effect that ethics and culture has on entrepreneurs and entrepreneurial activity and how effective decision making is enhanced by an understanding of these differences.

  • General Course Information
    Course Details
    Course Code TECHCOMM 3003
    Course Ethics and Cultural Aspects of Entrepreneurship
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Course Description The aim of this course is to enable students from a variety of backgrounds to understand different ethical and cultural backgrounds and how they impact on the decision making process of entrepreneurs. The course will explore the effect that ethics and culture has on entrepreneurs and entrepreneurial activity and how effective decision making is enhanced by an understanding of these differences.
    Course Staff

    Course Coordinator: Dr Gary Hancock

    Name:  Susie Chant

    Short Bio: 
    Susie Chant has been teaching at the University of Adelaide since completing a Masters in Entrepreneurship & Innovation and a Masters in Gastronomy. She is currently undertaking a PhD in Food Ethics for the School of History & Politics and teaches in the areas of innovation and creativity, and entrepreneurship and ethics. Susie also works as a business consultant where she works as Academic Manager for Le Cordon Bleu. In addition to owning many successful and award winning hospitality businesses in tourist regions around South Australia, Susie has also been a property developer and an award winning chef in many locations around the world including Grand Cayman Island in the West Indies and at Blenheim Palace in England, for the Duke & Duchess of Marlborough. 


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Opening intensive:
    Monday 4th to Wednesday 6th August
    9am to 5pm
    Napier 210

    Closing intensive:
    Monday 1st to Wednesday 3rd September
    9am to 5pm
    Napier 210

  • Learning Outcomes
    Course Learning Outcomes
    1 Understand the importance of business ethics and explain the theory associated with different approaches to business ethics
    2 Explain the concept of culture and why different societies have different cultural values
    3 Explain why and how culture and business ethics influence entrepreneurial activities
    4  Understand the role of social entrepreneurs in society
    5 Explain how social entrepreneurship fits the model of entrepreneurial activities
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 3
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4
    Skills of a high order in interpersonal understanding, teamwork and communication. 4
    A proficiency in the appropriate use of contemporary technologies. 5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,2
  • Learning Resources
    Required Resources
    The University’s preferred textbook supplier is Unibooks:

    Text book:
    No Text book required.

    The following readings will be made available through MyUni:

    Hartman, Laura Pincus & DesJardins, Joseph R. c2008, 'Corporate social responsibility', in Hartman, Laura Pincus & DesJardins, Joseph R., Business ethics: decision-making for personal integrity and social responsibility, McGraw-Hill/Irwin, Boston, pp. 147-186.

    Drayton, Bill. (2006) Everyone a Changemaker: Social Entrepreneur’s Ultimate Goal, available at Ashoka (2014) Everyone A Changemaker: Social Entrepreneurships Ultimate Goal

    Timmons, Jeffry A., Gillin L. Murray, Burshtein, Sam L., and Spinelli, Stephen (2011) New Venture Creation: Entrepreneurship for the 21st Century, A Pacific Rim Perspective. 1st Australian Edition, McGraw Hill Australia. Chapter 18 “The Family as Entrepreneur” pp621-659

    Recommended Resources
    The following books, articles, reports and websites provide useful support material for this subject:

    Muzyka, Daniel F., Churchill, Neil C. & MacMillan, Ian 1997, 'Entrepreneurship in the organization', in Birley, Sue, Muzyka, Daniel F. & Financial Times Ltd. (eds.), Mastering enterprise, FT/Pitman, London, pp. 305-320, 321-339.

    Dees, J. Gregory. (2001) “The Meaning of ‘Social Entrepreneurship” available at Center for the Advancement of Social Entrepreneurship (2014) Resources: Social Entrepreneurship-General.

    Drucker, P.F., (1989) “What businesses can learn from non-profits.” Harvard Business Review, July-August

    Elias, Jaan and J Gregory Dees, “The Normative Foundations of Business” Harvard Business School Note 9-897-012, June 10 1997

    Fisher, Colin M. & Lovell, Alan 2006, 'Ethical theories and how to use them', in Fisher, Colin M. & Lovell, Alan, Business ethics and values: individual, corporate and international perspectives,
    2nd ed., FT Prentice Hall, Upper Saddle River, NJ, pp. 99-147.

    Griffiths, A. (2011) The big book of small business. Allen & Unwin, NSW, pp. 290-300.

    Murray, Robin, Caulier-Grice, Julie and Geoff Mulgan (2010) The Open Book of Social Innovation, available at The Young Foundation. (2014) The Open Book of Social Innovation

    Nash, Laura L. 1981, ‘Ethics without the sermon’, Harvard Business Review, vol. 59, no. 6, pp. 79-90.

    Sexty, R. W. (2011) Canadian Business and Society: Ethics and Responsibilities, 2nd Edn. McGraw Hill Ryerson Ltd. Chapter 7.

    Nicholls, Alex (ed.) (2006) Social Entrepreneurship: New Models of Sustainable Social Change, Oxford University Press, Oxford.

    Thompson, John, Alvy, Geoff & Lees, Ann 2000, ‘Social entrepreneurship – a new look at the people and the potential’, Management Decision, vol. 38, no. 5, pp. 328-338.

    Timmons, Jeffry A., Gillin L. Murray, Burshtein, Sam L., and Spinelli, Stephen (2011) New Venture Creation: Entrepreneurship for the 21st Century, A Pacific Rim Perspective. 1st Australian
    Edition, McGraw Hill Australia. Chapter 10 “Ethical Decision Making and the
    Entrepreneur” pp371-389; Chapter 7 “Opportunities for Social Entrepreneurship”
    pp235-263 (World Economic Forum) (Institute of Business Ethics) 

    Library Resources
    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. The University Library web page is: 
    From this link, you are able to access the Library's electronic resources.
    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study (see:
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in blended learning mode with the face-to-face component offered as intensives.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).
    Learning Activities Summary
    This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.
    Session Topic Readings/Activities
    1 What is business ethics? ·       Elias, Jaan and J Gregory Dees, (1997)

    ·       Fisher, Colin and Lovell, Alan. (2006) Chapter 3.

    ·       Hartman, Laura Pincus, and DesJardins, Des (2008) Chapter 5 Timmons et al (2011) Chapter 10
    2 Topic 2: Ethical Frameworks ·      Nash (1981)
    ·      Fisher, Colin and Lovell, Alan. (2006) Chapter 3.
    3 Topic 3: Ethical theories Timmons et al (2011) Chapter 10 
    Topic 4: Business Ethics: CSR
    Hartman, Laura Pincus, and DesJardins, Des.
    (2008) Chapter 5.

    5: Social entrepreneurship

    ·      Birley, Sue and Muzyka, Daniel F. (1997)
    ·      Dees, J. Gregory. (2001) “
    ·      Drayton, Bill. (2006)
    ·      Drucker, P.F., (1989)
    ·      Murray, Robin, Caulier-Grice, Julie and Geoff Mulgan
    ·      Nicholls, Alex (ed.) (2006)
    ·      Thompson, John, Alvy, Geoff and Ann Lees, (2000)
    ·      Timmons et al (2011) Chapter 7.
    ·      Internet Resources
    ·      Ashoka (2014)
    6 Topic 6: Culture Hofstede, Geert. (2012) ‘Cultural Insights’. Available at
    7 Topic 7: Family Culture
    Timmons et al (2011) Chapter 18.
    8 Topic 8: Inter cultural differences Hofstede, Geert.
    (2012) ‘Cultural Insights’. Available at
    9 Topic 9: Ethics, culture and entrepreneurs
    10 Presentations
    11 Exam
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    An overview of the course assessment appears in the following Table. Details appear in the following section:

    #AssessmentLengthWeightingDue DateLearning Outcomes
    1 Essay 1000 words 30% See MyUni 1-3
    2 Group presentation Hard copy of power point slides + 20 min presentation + 10 Q&A 30% See MyUni 1-5
    3 Exam 2 Hours 40% See MyUni 1-5
    Total 100%
    Assessment Related Requirements

    Students must complete all course assessment requirements and must attend lectures to be eligible to pass the course.

    Course results are subject to moderation by the ECIC Board of Examiners

    Assessment Detail
    See MyUni.
    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions:

    There are a few points to note about the submission of assignments:
    • Assignment Submission:  Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
    • Cover Sheet:  Please submit, separate to your assignment, the completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work.  Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
    • Backup Copy of Assignments:  You are advised to keep a copy of your assignments in case the submitted copy goes missing.  Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
    • Extensions of Time:  Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer.  Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date.  Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
    • Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade.  Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above) Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

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    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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