INTBUS 7503 - International Entrepreneurship and Innovation (M)
North Terrace Campus - Trimester 2 - 2019
General Course Information
Course Code INTBUS 7503 Course International Entrepreneurship and Innovation (M) Coordinating Unit 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 Assumed Knowledge COMMGMT 7104, ECON 7200, ACCTNG 7025, INTBUS 7500, COMMERCE 7039, COMMGMT 7006 Course Description 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.
Course Coordinator: Glen WheatleyCourse Coordinator and Facilitator: Glen B. Wheatley
In addition to teaching the courses "Startup Methodologies" and "Entreprenuerial Leadership" for the Entrepreneurship, Commercialisation and Innovation Centre (ECIC), Glen runs the boutique strategy advisory firm Best Solutions International.
Glen has experience in both manufacturing and services. He worked with various types of organisations: from sole traders to some of the largest global companies.His career has taken him on project and long-term assignments in Europe, Australasia, and the Americas, including Greater China, Germany and Mexico.
His entrepreneurship and innovation experience is extensive, having co-founded an angel-financed start-up in Germany, and been involved in various start-ups as advisor, board member and angel investor.
Glen is currently involved in two startup projects, the first as an angel investor / Board advisor to a medical registry and analytics venture. While it is generating revenue, the market take-up is not as expected and the venture is seeking to improve the value proposition of this multi-party platform. Glen is also the founder of a startup seeking to find a viable business model using blended learning technologies for professional development programs, initially in the tourism sector.
Glen is a Fellow of the Australian Institute of Company Directors and holds a BA (University of Michigan); MBA (Thunderbird School of Global Management); Graduate Certificate in Science and Technology Commercialisation, and a Master of Applied Innovation and Entrepreneurship (University of Adelaide).
As a curious and passionate learner, he has also completed coursework at Harvard Business School, namely “Disruptive Strategy”, “Leading with Finance”, “Negotiation Mastery”, and "Sustainable Business Strategy".
The full timetable of all activities for this course can be accessed from Course Planner.Coursework commences on 27. May 2019 via the online learning management system Canvas (MyUni).
Week Week Starting Module(s) Intensive Theme 1 27. May 2019
M0 - Introductions &
M1 - Understanding Entrepreneurship
2 03. June 2019 M2 - The Entrepreneur 05. June, 9am - 4pm Course Introduction;
Effectuation: Heuristics of Expert Entrepreneurs (M2)
3 10. June 2019 M3 - Risk, Uncertainty and the Entrepreneur 4 17. June 2019 17. June, 9am - 4pm Risk, Uncertainty & Decision Making (M3) 5 24. June 2019 M4 - Finding and Evaluating Entrepreneurial Opportunities 6 01. July 2019 1. July, 9am - 4pm Lean Startup Methodology, Business Model Canvas (M4) 7 08. July 2019 M5 - Creativity, Innovation and Entrepreneurship 8 15. July 2019 M6 - Globalisation and International Entrepreneurship 15. July, 9am - 4pm Creativity & Innovation (M5); International Entrepreneurship (M6) 9 22. July 2019 M7 – Entrepreneurship and Teams 10 29. July 2019 M8 – Structures for Venture Control & Transitioning 29. July, 9am - 4pm Venture Scaling & Transitioning (M8) 11 5. August 2019 12 12. August 2019 M9- Social Entrepreneurship 19. August, 9am - 4pm Social Entrepreneurship (M9) 13 19. August 2019
Course Learning OutcomesOn 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)
1,2,3,4,5,6 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
1,2,3,4,5,6 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
3,6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4,5,6 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
4,6 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
The majority of course content (text, video and discussions) is delivered via Canvas (MyUni), the learning management system. All students are required to work through Modules 1 to 9, completing quizzes and answering dialogue questions.
In-depth readings will supplement the course content (text, video and discussions) delivered online via Canvas and a linked reading list will be made available via Module 0 in Canvas shortly after course commencement. Optional readings are a good resource for students seeking additional information.
Although no text book is required, the following text is highly recommended: Read, S, Sarasvathy, S, Dew, N & Wiltbank, R, 2017, Effectual Entrepreneurship, second edition, London, Routledge.
Recommended ResourcesTentative Reading List
Amabile, TM 1998, 'How to kill creativity', Harvard Business Review, vol. 76, no. 5, September-October 1998, p. 11.
Amabile, TMK, Mukti 2008, 'Creativity and the role of the leader', Harvard Business Review, vol. 86, no. 10, October 2008, p. 10.
Anonymous 1997, 'Risk management at the heart of good corporate governance', Management Accounting (British), vol. 75, no. 1, p. 24.
Chandler, GN, Detienne, DR, McKelvie, A & Mumford, TV 2011, 'Causation and effectuation processes: A validation study', Journal of Business Venturing, vol. 26, no. 3, pp. 375-390.
Chesbrough, H 2010, 'Business Model Innovation: Opportunities and Barriers', Long Range Planning, vol. 43, no. 2/3, pp. 354-363.
Chowdhury, S 2005, 'Demographic diversity for building an effective entrepreneurial team: is it important?', Journal of Business Venturing, vol. 20, no. 6, pp. 727-746.
Churchill, NC & Lewis, VL 1983, 'The five stages of small business growth', Harvard Business Review, vol. 61, p. 30.
Dimitratos, P, Johnson, J, Slow, J & Young, S 2003, 'Micromultinationals:: New Types of Firms for the Global Competitive Landscape', European Management Journal, vol. 21, no. 2, pp. 164-174.
Frederick, HHa 2016, Entrepreneurship : theory, process, practice, Edition 4 / Howard Frederick, Allan O' Connor & Donald F. Kuratko. edn, eds Aa Connor & DFa Kuratko, South Melbourne, Victoria : Cengage Learning.
Harper, DA 2008, 'Towards a theory of entrepreneurial teams', Journal of Business Venturing, vol. 23, no. 6, pp. 613-626.
Levitt, T 1963, 'Creativity is Not Enough', Harvard Business Review, vol. 41, no. 3, p. 72.
Liesch, P, Welch, L & Buckley, P 2011, 'Risk and Uncertainty in Internationalisation and International Entrepreneurship Studies', Manag Int Rev, vol. 51, no. 6, pp. 851-873.
Ma, H 1999, 'Creation and preemption for competitive advantage', Management Decision, vol. 37, no. 3, pp. 259-267.
Martin, R 2007, 'How successful leaders think', Harvard Business Review, vol. 85, no. 6, p. 60.
Martin, RL 2010, 'The execution trap. Drawing a line between strategy and execution almost guarantees failure', Harvard Business Review, vol. 88, no. 7-8, p. 64.
Mauzy, JH 2006, 'Managing Personal Creativity', Design Management Review, vol. 17, no. 3, pp. 64-72.
McDougall, P, Oviatt, B & Shrader, R 2003, 'A Comparison of International and Domestic New Ventures', Journal of International Entrepreneurship, vol. 1, no. 1, pp. 59-82.
Muzychenko, O & Liesch, PW 2015, 'International opportunity identification in the internationalisation of the firm', Journal of World Business, vol. 50, no. 4, pp. 704-717.
Norbäck, PJ & Persson, L 2014, 'Born to be Global and the Globalisation Process', World Economy, vol. 37, no. 5, pp. 672-689.
O'Connor, AY, Shahid 2011, 'Innovation and entrepreneurship: managing the paradox of purpose in business model innovation', Int. J. of Learning and Intellectual Capital, vol. 8, no. 3.
Read, S, Sarasvathy, S, Dew, N & Wiltbank, R, 2017, Effectual Entrepreneurship, second edition, London, Routledge.
Reed, R, Storrud-Barnes, S & Jessup, L 2012, 'How open innovation affects the drivers of competitive advantage; Trading the benefits of IP creation and ownership for free invention', Management Decision, vol. 50, no. 1, pp. 58-73.
Riccò, R & Guerci, M 2014, 'Diversity challenge: An integrated process to bridge the ‘implementation gap’', Business Horizons, vol. 57, no. 2, pp. 235-245.
Sarasvathy, SD 2005, 'What makes entrepreneurs entrepreneurial?', University of Virginia Darden School Foundation, Charlottesville, Virginia.
Slater, SF, Weigand, RA & Zwirlein, TJ 2008, 'The business case for commitment to diversity', Business Horizons, vol. 51, no. 3, pp. 201-209.
Sosna, M, Trevinyo-Rodríguez, RN & Velamuri, SR 2010, 'Business Model Innovation through Trial-and- Error Learning: The Naturhouse Case', Long Range Planning, vol. 43, no. 2, pp. 383-407.
Stanford-Design-School 2013, 'Bootcamp Bootleg', Stanford Design School, <https://dschool.stanford.edu/resources/the-bootcamp-bootleg >.
Taplin, R & Nowak, AZ 2010, Intellectual property, innovation and management in emerging economies / edited by Ruth Taplin and Alojzy Z. Nowak, London ; New York : Routledge, London ; New York.
Teece, DJ 2010, 'Business Models, Business Strategy and Innovation', Long Range Planning, vol. 43, no. 2/3, pp. 172-194.
Online LearningCanvas, the Learning Management System, is the center of online learning for this course. The course content (text, video and discussions) includes links to relevant online resources outside of Canvas.
Learning & Teaching Activities
Learning & Teaching ModesThe 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 course content for 2019 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 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 SummaryM-00 - Introductions
M-01 - Understanding Entrepreneurship
M-02 - The Entrepreneur
M-03 - Risk, Uncertainty and the Entrepreneur
M-04 - Finding and Evaluating Entrepreneurial Opportunities
M-05 - Creativity, Innovation and Entrepreneurship
M-06 - Globalisation and International Entrepreneurship
M-07 - Entrepreneurship and Teams
M-08 - Structures for Venture Control & Transitioning
M-09 - Social Entrepreneurship
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting Mode Individual Project 24% Individual Topic Dialogues 18% Canvas Group In-Class Exercises 18% Intensives Module Quizzes 18% Canvas Case Studies 12% Intensives Individual Participation 10% Total 100%
For specific due dates please see the MyUni website.
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.
SubmissionAll 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: http://www.adelaide.edu.au/myuni/tutorials/
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.
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 (http://www.adelaide.edu.au/policies/101/) 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.
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