INTBUS 7503 - International Entrepreneurship and Innovation (M)

North Terrace Campus - Trimester 2 - 2017

This course analyses how international opportunity identification and exploitation are often critical to the firm's long term growth and survival and often results in the firm seeking to exploit those opportunities by entering overseas markets. The course focuses on the development of skills to identify and evaluate international business opportunities by ventures that aspire to become international or extend the scope of existing international operations. Specific topics include understanding entrepreneurship and innovation as a process; opportunity identification competencies; cross-border expansion opportunities and challenges that entrepreneurs' face such as, for example, market entry, resourcing international operations (e.g. exporting), forming alliances, managing growth, and cross-border financing in different regions of the world. The course thereby provides students with the opportunity to focus on specific issues facing small to medium sized enterprises, some of which are also family run firms. Students develop an understanding of the constraints and advantages in developing a new venture and managing the additional burden of internationalization, which for some new ventures is rapid or accelerated.

  • General Course Information
    Course Details
    Course Code INTBUS 7503
    Course International Entrepreneurship and Innovation (M)
    Coordinating Unit Adelaide Business School
    Term Trimester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 36 hours per trimester
    Available for Study Abroad and Exchange Y
    Assessment Exam/assignments/tests/tutorial work as prescribed at first lecture
    Course Staff

    Course Coordinator: Glen Wheatley

    Course Timetable

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

    Please note that this course is undergoing full re-design of content and delivery. Due to system constraints, some of the content in this course outline is outdated.

    For current information on the course, please refer to the INTBUS 7503 International Entrepreneurship and Innovation course page in Canvas, which will be available starting Monday, 22. May 2017

    Thank you for your patience and understanding.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:
    1 Describe the economic importance and concepts of international entrepreneurship in theory and practice, and how entrepreneurship relates to innovation in a globalised environment.
    2 Identify the attitudes, values, characteristics, behaviours, and processes associated with successful international entrepreneurship and describe the role of the entrepreneur in creating value with international activity.
    3 Describe and analyse the ways in which entrepreneurs identify opportunity internationally, communicate value, manage risk and access funding.
    4 Evaluate challenges in application of international entrepreneurial activities arising from domestic and international legal, social, political, economic, ethical, and cultural issues and design appropriate responses to these challenges for entrepreneurial value creation.
    5 Identify new international business opportunities for value creation.
    6 Design ways to acquire knowledge, partnerships, and networks and build alliances for creating value internationally.
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources

    In-depth readings will supplement the course content (text, video and discussions) delivered online via Canvas.

    The reading list and additional resources will be made available upon course commencement. No text book is required. 

    Recommended Resources
    • Journal of Business Venturing
    • Entrepreneurship Theory and Practice
    • Academy of Management Review
    • Journal of Small Business and Entrepreneurship
    • Venture Capital
    • Small Business Economics
    • Journal of Marketing Research
    • International Journal of Research in Marketing
    • Harvard Business Review
    • Journal of International Marketing,
    • International Business Review
    • Management International Review

    Other Publications:
    • The Economist
    • Fortune
    • Business Review Weekly
    • Australian Financial Review

    Other Readings/Texts of Interest:

    Atrill, P, McLaney, E. and Harvey, D. 2003. Accounting: An Introduction. 2nd ed. Prentice Hall.

    Barringer, Bruce R. & Ireland, R. Duane c2008 [i.e. 2007], 'Building a new-venture team', in Entrepreneurship: successfully launching new ventures, 2nd ed., Pearson/Prentice Hall, Upper Saddle River, NJ, pp. 254-267.

    Bessant, J. (2003) High Involvement Innovation: Building and Sustaining Competitive
    Advantage Through Continuous Change. Chicester: John Wiley & Sons.

    Buzan, Tony & Buzan, Barry 1995, 'Ch. 8 From brainstorming to mind mapping -- Ch. 9 Mind mapping', in Buzan, Tony & Buzan, Barry, The mind map book, Rev. ed., BBC Books, London, pp. 79-90.

    Drucker, P. (1999) Innovation and Entrepreneurship, Butterworth Heinemann, Oxford. Fagerberg, J, Mowery, DC and Nelson, RR (2005) The Oxford Handbook of Innovation, Oxford University Press, NY.

    Deakins, David & Freel, Mark 2006, 'The entrepeneur : concepts and evidence', in Entrepreneurship and small firms, 4th ed., McGraw-Hill Education, Maidenhead, pp. 1-24.

    Fagerberg, J, Mowery, DC and Nelson, RR (2005) The Oxford Handbook of Innovation, Oxford University Press, NY.

    Freeman, S. & S.T. Cavusgil (2007) ‘Entrepreneurial Strategies for Accelerated Internationalization of Smaller Born Globals’, Journal of International Marketing, Vol. 15, No. 4, pp. 1-40.

    Freeman, S., Hutchings, K., Lazarius, M. & Zyngier, S. (2010) “A Model of Rapid Knowledge Development: The Smaller Born-global firm”, International Business Review, Vol. 19, No. 1, pp. 70-84.
    Freeman, S., Hutchings, K., & Chetty, S. (2012) ‘Born-globals and Culturally Proximate Markets’, Management International Review, Vol. 52, No. 3, pp. 425-460

    Freeman, S., R. Edwards, & Schroder, B. (2006) ‘How Smaller Born-global Firms Use Networks and Alliances to Overcome Constraints to Rapid Internationalization’ Journal of International Marketing, Vol. 14, No. 3, pp. 33-63.

    Hisrich, Robert D., Peters, Michael P. & Shepherd, Dean A. 2010, 'Entrepreneurial strategy: generating and exploiting new entries', in Entrepreneurship, 8th ed., McGraw-Hill/Irwin, New York, NY, pp. 64-90.

    Hatten, Timothy S. c2006, 'Small business finance', in Small business management: entrepreneurship and beyond, 3rd ed., Houghton Mifflin Co., Boston, pp. 249-259.

    Hisrich, R.D., Peters, M.P., and Shepherd, D. (2008) Entrepreneurship, McGraw-Hill Irwin, Boston.

    Kuemmerle, W. (2005), ‘The entrepreneur’s path to global expansion’, MIT Sloan Management Review, 46, (2), pp. 42-49.

    Longenecker, Justin Gooderl, Moore, Carlos W., Petty, J. William & Palich, Leslie E. c2006, 'The financial plan, part 2: finding sources of funds', in Small business management : an entrepreneurial emphasis, 13th ed. /, Thomson/South-Western, Mason, OH, pp. 236-249.

    Mazzarol, Tim 2006, 'Entrepreneurs versus owner-managers: theories of new venture creation', in Small business management : an applied approach, 1st ed., Tilde University Press, Prahan, Vic., pp. 27-61.

    Moore, Geoffrey, (1999) Crossing the Chasm, Harper & Collins.

    Oviatt, B & P.P. McDougall (1995), ‘Global start-ups: Entrepreneurs on a worldwide global stage’, Academy of Management Executive, 9 (2), 30-43.

    Porter, ME, Competitive Advantage: Creating and Sustaining Superior Performance, Free Press, New York, NY, 1985

    Shane, Scott Andrew 2003, 'The role of opportunities', in A general theory of entrepreneurship: the individual-opportunity nexus, E. Elgar, Northampton, MA, pp. 18- 35.

    Wickham, Phillip A (2004) Strategic Entrepreneurship, 3rd edn, Prentice Hall, Harlow

    Zimmerer, Thomas W., Scarborough, Norman M. & Wilson, Doug 2007, 'Inside the entrepreneurial mind: from ideas to reality', in Essentials of entrepreneurship and small business management, 5th ed., Prentice Hall, Upper Saddle River, N.J., pp. 41-59.
    Online Learning
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The vast majority of content will be delivered asynchronously online (Canvas) through an engaging blend of text, video and discussions.

    Concepts will be applied and deepened through interactive and experiential sessions (Six intensive sessions 6 hours a day each).

    The revised course content for 2017 is as follows:

    This course explores how increasing globalisation, rapid technological change and pressures on sustainability have all opened expansive opportunities, while also fuelling significant threats for today’s entrepreneurs.

    Students explore how in today’s highly dynamic and interconnected world, entrepreneurs are well-served to take an iterative path forward using resources at hand as contingencies are identified. Students learn about assessing affordable losses and potential gain, as well as how entrepreneurs integrate diverse stakeholders and systems to have wide-reaching impact.

    The course exposes the role of international markets for sustainability of small and medium sized organisations that build their competitive edge on innovation. While innovation is a key to winning against competition and business growth, it is resource-intensive and therefore often only profitable by reaching critical mass internationally.

    Further attention is paid to protection of intellectual property (IP), which is significantly more complex in the international context. This demands not only understanding of existing legal frameworks, but necessitates a strategic approach to IP protection. Finally, students learn how entrepreneurial ventures manage risk management, establish robust governance and choose appropriate financing structures.

    The course is delivered through a combination of engaging online modules and highly interactive and experiential intensive face-to-face sessions. Learning assessment includes case studies, group work, quizzes and short papers.

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

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their
    studies. This means that you are expected to commit approximately 9 hours for a three-unit course or 13 hours for a four-unit course, of private study outside of your regular classes.
    Learning Activities Summary
    M1: Course Introduction

    M2: Entrepreneurs and Entrepreneurial Ventures

    M3: The entrepreneurial Process: Effectuation and Causation

    M4: International Entrepreneurship

    M5: Creativity, Innovation and International Entrepreneurship

    M6: Social Entrepreneurship

    M7: IP Protection and Legal Issues in the International Context

    M8: Managing Uncertainty and Risk. The Role of Governance

    M9: International Entrepreneurship: Financial Resources and Investor Management

    M10: Course Summary
  • 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
    Assessment Task Weighting Learning Outcome
    Group Exercises 30%
    Individual Project 20%
    Case Studies 18%
    Module Quizzes 16%
    Individual Participation 16%
    Total 100%

    For specific due dates please see the MyUni website.

    Assessment Detail

    Group exercises will take place during intensive sessions and are designed to deepen topic knowledge through interaction with fellow students. Group results will be submitted via Canvas and marked.

    Detailed instructions on the individual project will be made available upon course commencement.

    Case studies discussed in small groups during intensive sessions will apply theoretical knowledge to real-life situations. Group results will be submitted via Canvas and marked.

    A quiz will be completed at the end of each online module and are intended to ensure adequate understanding of the material presented in preparation for intensive sessions and ensuing course material.

    Individual participation (both in intensive sessions and in the online modules) is key to a rich learning experience for all students.
    All text based assignments must be submitted via the online course site. Please submit documents in a PDF format.All text based assignments must be submitted via MyUni. Please refer to step by step instructions:
    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

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    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
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.