ENTREP 3002NA - Applied Entrepreneurship

Ngee Ann Academy - Quadmester 1 - 2017

The aim of this course is to enable students from a variety of backgrounds to gain experience and develop their knowledge in entrepreneurship into practical skills. The course will assist in the development of interpersonal skills, analytical ability, and business acumen.

  • General Course Information
    Course Details
    Course Code ENTREP 3002NA
    Course Applied Entrepreneurship
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Quadmester 1
    Level Undergraduate
    Location/s Ngee Ann Academy
    Units 3
    Contact Intensive: 36 to 40 hours
    Available for Study Abroad and Exchange Y
    Course Description The aim of this course is to enable students from a variety of backgrounds to gain experience and develop their knowledge in entrepreneurship into practical skills. The course will assist in the development of interpersonal skills, analytical ability, and business acumen.
    Course Staff

    Course Coordinator: Dr Gary Hancock

    Program Director Contact Details:
    Entrepreneurship & Innovation
    Name: Dr Gary Hancock
    Email: gary.hancock@adelaide.edu.au

    Teaching Staff:

    Term 1 – Ngee Ann-Adelaide Campus
    Name: Dr Anton Jordaan

    Short Bio:
    Anton Jordaan was originally trained as an accountant and tax specialist.  Five years after founding an accounting and tax consultancy, he sold his shares to his partners and set out to establish, grow and harvest a number of business ventures in the education and training space. In subsequent years, one of his businesses was acquired by a stock exchange listed company; and a few years later his business was involved in an IPO. Following the IPO he served as a director of this newly listed company for 2 years.

    In addition to the strategic leadership and financial roles over the years, Anton has maintained an interest in education and training, and has 20 years teaching experience in tertiary, vocational and corporate education environments. He has delivered entrepreneurship and project management programs in Singapore, Malaysia, Brunei, Hong Kong, USA, UK, Netherlands, South Africa, Oman, Qatar, Russia, Canada and Australia.

    After attaining a Bachelor of Commerce degree in Accounting, he completed an Honours degree in Accounting, a Master of Commerce degree in Business Management, a MBA degree with an Entrepreneurship focus, and a Master of Advanced Business Practice degree. He completed a PhD in Entrepreneurship at The University of Adelaide and is a member of CPA Australia.

    Email: anton.jordaan@adelaide.edu.au
    Course Timetable

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

    Opening intensive:
    Friday 26th February 2016          7pm to 10pm
    Saturday 27th February 2016     1pm to 8pm
    Sunday 28th February 2016        9m to 4pm

    Closing intensive:
    Friday 1st April 2016                   7pm to 10pm
    Saturday 2nd April 2016             1pm to 8pm
    Sunday 3rd April 2016                 9m to 4pm

    Exam: Saturday 23rd April 2016            9am
  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course, students will be able to:

    1 Review and critique the approaches and models used to establish and operationalize entrepreneurial organisations with reference to applicable processes, regulations and systems.
    2 Analyse and apply business models which underpin innovative and sustainable business ventures.
    3 Access information and guidance relevant to people starting a new venture
    4 Identify and apply considerations required to operationalize a business plan
    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
    Text book:
    No textbook required.

    The following list of readings replaces a prescribed textbook for this course. These readings are available for download on MyUni and you will be referred to further resources within class.

    Facione, P.A. (2011) Critical Thinking: What it is and why it counts (adapted). Measured Reasons LLC, Hermosa Beach, CA

    de Brabandere, L. & Iny, A. (2013) The Prepared Mind: The Road to Eureka is Paved With Doubt Case Study, HBR.

    Dew, N., Read, S., Sarasvathy, S. D., & Wiltbank, R. (2009) Effectual versus predictive logics in entrepreneurial decision-making: Differences between experts and novices. Journal of Business Venturing, 24(4): 287-309.

    Sarasvathy, S., & Dew, N. (2005) New market creation through transformation. Journal of Evolutionary Economics, 15(5): 533-565.

    Dew, N., & Sarasvathy, S. D. (2002) What effectuation is not: Further development of an alternative to rational choice 2002 Academy of Management Conference. Denver.

    Kirby, W., McFarlan, F. W., & Manty, T. Y. (2009) A Chinese Start-up’s Midlife Crisis: 99 Sushe.com, HBR

    Alexander Osterwalder and Yves Pigneur (2010) Business Model Generation: A. Handbook for Visionaries, Game Changers, and Challengers, John Wiley & Sons, Inc., Hoboken. ISBN: 978-0-470-87641-1 (Preview)

    Brown, Tim (2008) Design Thinking, HBR

    Blank, Steve (2006) The Four Steps to the Epiphany: Successful Strategies for Products that Win, K&S Ranch; 2nd edition. pp.1-33

    Blank, Steve (2013) Why the Lean Start-up Changes Everything, HBR

    Recommended Resources
    Reference books:

    Read, S., Sarasvathy, S., Dew, N., Wiltbank, R. & Ohlsson, A. (2010) Effectual Entrepreneurship, Abingdon/New York: Routledge. ISBN 978-0-415-58644-3

    Brown, Tim (2009) Change by Design: How Design Thinking Can Transform Organizations and Inspire Innovation. New York: HarperCollins. ISBN: 9780061766084

    Ries, Eric (2011) The Lean Startup: How Constant Innovation Creates Radically Successful Businesses, Viking. ISBN: 9780670921607

    Web links:

    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: http://www.adelaide.edu.au/library/ 
    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: https://myuni.adelaide.edu.au)
  • 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.

    Opening Intensive

    Content Activities
    1 Applied Entrepreneurship Overview
    • Conceptual background
    • Entrepreneurship defined
    • Entrepreneurship behaviour
    • Business concept
    • Business plan
    • Entrepreneurship process

    Course Notes + Reading

    2 Critical and Creative Thinking
    • Critical and Creative Thinking defined
    • Developing critical and creative thinking skills and creative problem solving

    Facione, P.A. Critical Thinking: What it is and why it counts (adapted). Measured Reasons LLC, Hermosa Beach, CA

    de Brabandere, L. & Iny, A. The Prepared Mind: The Road to Eureka is Paved With Doubt Case Study, HBR.

    Group Project Presentation and Class Activities

    3&4 Effectual Entrepreneurship
    • Risk vs Uncertainty
    • Effectuation
    • No-predictive control
    • Entrepreneurial thought & action

    Dew, N. et al, Effectual versus predictive logics in entrepreneurial decision-making

    Sarasvathy, S. et al, New market creation through transformation

    Dew, N. et al, What effectuation is not

    Group Project Presentations and Case Study

    5 Business Model Generation
    • Understanding business model
    • Business model canvas
    • Business model designing & Strategy
    Course Notes + Reading
    Osterwalder, A. & Pigneur, Y.: Business Model Generation

    Case study:

    BreadTalk / Airbnb
    Osterwalder, A. & Pigneur,Y.: Business Model Generation

    Case study:

    Kirby, W. et al. A Chinese Start-up’s Midlife Crisis: 99 Sushe.com
    Group Project Presentation
    Wrap up/summary Intensive 1
    Closing Intensive
    Content Activities
    1 Design Thinking
    • The myth of innovation
    • The power of design thinking in entrepreneurship
    • Applying design thinking in entrepreneurship

    Course Notes + Reading

    Brown, T. Design Thinking, HBR

    Group Project Presentation and Workshop

    2 Customer Development
    • A new model for start-ups
    • Building a customer development process

    Course Notes + Reading

    Blank, S. The Four Steps to the Epiphany: Successful Strategies for Products that Win pp.1-33

    Customer Development Workshop

    Group Project Presentation and Workshop

    3&4 Lean Start-up
    • Fallacy of the perfect BP
    • Rethink your hypotheses
    • Understand customers
    • Do differently with lean start-up
    • Applying lean thinking in practice

    Course Notes + Reading

    Blank, S. Why the Lean Start-up Changes Everything, HBR

    Case Study: Rachleff, A., & Coates, B., IMVU

    Group Project Presentations

    5 Your own business – how, what and where to start?

    Review of Course

    Final Project Presentation

    Discussion of 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 Class Participation Variable 10% See MyUni 1, 3, 4, 6, 7
    2 Group Project Presentation 10-12 PPT slides 30% See MyUni 2-7
    3 Written Assignment 1500 words 25% See MyUni 1, 4
    4 Written Examination
    Closed Book
    2 hours 2000 words 35% See MyUni 2, 5, 7
    Total 100%
    Assessment Related Requirements
    Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.  

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

    Assessment Detail
    Assessment 1: Class Participation
    Weighting: 10% Class discussions and other teams’ project evaluation
    Submission Details: In class


    Each student should actively participate in the class discussions and do evaluation and give constructive comments and feedback to other students and teams’ entrepreneurship and innovation ideas, concepts and project presentations. By doing so, each student can not only contibute to the conducive learning environment of the classroom, but further improve personal knowledge and skills in the resplective topics and fields.

    Standard team project evaluation forms will be handed out when there are group presenations. Each student needs to evalute other students/teams’ presentation based on the criteria provided and wirte a brief report or comments in point form to substantiate the evaluation.

    This assignment will assess students’ knowledge on the related topics and their ability of Identifying business opportunities, evaluating a business plan, applying critical thinking, and communicating with project stakeholders in the entrepreneurship domain and process.

    Length and Presentation:

    While standard template of project evaluaiton will be provided, the length of comments and feedback provided in the evaluaiton reports will vary by indviduals.

    Criteria by which your assignment will be marked:

    The evaluation report: demonstration of knowledge of the subject matter, depth of the critical thinking and analysis, responsiveness to the instructions and guidance of the report, communication skills, clarity of expression, creativity, willingess to contribute to the learning of the class.

    Assessment 2:
    Group Project Presentation
    Weighting: 30%
    Submission Details: In class


    Helpful visuals should be used to illustrate or clarify the key points of the presentation.
    An organized team approach is critical. The overall objective is to present the underlying entrepreneurship and/or innovation theories, concepts or methodologies clearly as a team, in an enthusiastic and positive manner. It is recommended that all team members address the class during the presentation.


    This assignment will assess students’ knowledge on the related topics and their ability to apply creative and critical thinking. It will also assess their ability to communicate with the potential investors or customers and effectively persuade or convince the stakeholders.

    Length and Presentation:

    • 10-12 slides for each group presenation
    • Each presenation to be done within 10 mins, followed by 10 mins of Q&A.
    Criteria by which your assignment will be marked:
    Demonstration of knowledge of the subject concerned, responsiveness to the instructions and guidance required by the Lecturer, team work as well as individual contribution, presentation skills, clarity of expression, proper use of the English language (spelling, grammar, syntax), organization and neatness, creativity.

    Assessment 3:
    Written Assignment
    Weighting: 25%
    Submission Details: Online through MyUni


    Based on the business plan or business opportunity that you have been considering (or a business plan developed in an earlier course, such as TECHCOMM3001NA-New Venture Planning), use the business model canvas tool to effectively illustrate your existing business model (version 1), which is the core component of your business plan. In response to the 9 blocks (key components) depicted in the business model canvas:
    • describe each component succinctly
    • identify areas to improve the business concept (model)
    • re-draw the business model (version 2) based on the identified improvements
    • discuss how creative thinking, lean startup, and design thinking concept and methodologies can be applied in executing your business concept
    This assignment will assess students’ understanding of the course topics from the applied entrepreneurship lens, namely, a combination of related entrepreneurship theories/framework and the practical perspective of the real business environment and entrepreneurial operations.

    Length and Presentation:

    1500 words

    Criteria by which your assignment will be marked:

    Ability to identify and apply applied entrepreneurship theories/framework and materials presented in the course, coverage of issues presented, logical development of a convincing argument, clarity of expression, proper use of the English language (spelling, grammar, syntax).

    Assessment 4:
    Written Examination
    Weighting: 35%
    Submission Details: Closed book examination


    • 20 multiple choice questions covering all course topics and material
    • Open-ended application style questions
    This assignment will assess students’ understanding of the course topics from the applied entrepreneurship lens and particularly, their creative and critical thinking ability, real problem solving skills as well as the depth of analysis.

    Length and Presentation:

    2 hour examination and 15 minutes preview time

    Criteria by which your assignment will be marked:

    • Correct answers to the multiple choice questions will score points
    • Ability to identify and apply applied entrepreneurship theories/framework and materials presented in the course, coverage of issues presented, logical development of a convincing argument, clarity of expression, proper use of the English language (spelling, grammar, syntax).
    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: http://www.adelaide.edu.au/myuni/tutorials/files/AssignmentStudentSubmission.pdf

    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.

    Resubmission & Remarking

    Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.
    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 (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.

  • Student Support
  • Policies & Guidelines
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