ENTREP 3005 - Technology Commercialisation

North Terrace Campus - Semester 1 - 2018

Aims: This course has been designed for those who need a basic understanding of the concepts of successful commercialisation of innovation. Objectives : Students will have a sound understanding of the processes, benefits and outcomes of commercializing innovations in a commercial environment. Students will be able to assess the intellectual property issues and other risks and prepare a business case. Syllabus: The Commercialisation Process; Linking with Industry; Marketing & Business Communication of the commercialisation process; Economic factors; Risk factors; Intellectual Property; Technology transfer.

  • General Course Information
    Course Details
    Course Code ENTREP 3005
    Course Technology Commercialisation
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Intensive: 36 to 40 hours
    Available for Study Abroad and Exchange Y
    Course Description Aims:
    This course has been designed for those who need a basic understanding of the concepts of successful commercialisation of innovation.
    Objectives :
    Students will have a sound understanding of the processes, benefits and outcomes of commercializing innovations in a commercial environment. Students will be able to assess the intellectual property issues and other risks and prepare a business case.
    The Commercialisation Process; Linking with Industry; Marketing & Business Communication of the commercialisation process; Economic factors; Risk factors; Intellectual Property; Technology transfer.
    Course Staff

    Course Coordinator: Dr Wendy Lindsay

    Program Director Contact Details:
    Innovation and Entrepreneurship
    Name: Dr Gary Hancock
    Email: gary.hancock@adelaide.edu.au
    Phone: +61 8 8313 0125

    Teaching Staff
    Dr Peter Foster
    Email: peter.foster@adelaide.edu.au
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

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

    1 Describe the relevance of entrepreneurship to scientists and engineers
    2 Apply the core topics of technology commercialisation to new ventures
    3 Develop and protect intellectual property
    4 Examine the critical aspects of marketing strategy for new technology ventures.
    5 Determine a financial strategy for funding of technology start-ups.
    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
    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
    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
    1, 2, 3, 4, 5
    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
    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
    2, 4
    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
    1, 2, 3, 4, 5
  • Learning Resources
    Required Resources
    The University’s preferred textbook supplier is Unibooks: http://www.unibooks.com.au/

    Text book:
    Allen, K. (2010), Entrepreneurship for Scientists and Engineers. Upper Saddle River, New Jersey, Pearson Prentiss Hall. ISBN-10: 0132357275 ISBN-13: 978-0132357272

    Readings made available through MyUni:
    Chapter 21 of the text: Information for capital expenditure decisions
    Langfield-Smith, K., Thorne, H., Hilton, R. (2009), Management Accounting: Information for Creating and Managing Value, Fifth Edition, McGraw-Hill Higher Education
    Total 1180 pages

    1. Carrithers, Ling and Bean, “Messy Problems and Lay Audiences: Teaching Critical Thinking Within The Finance Curriculum”, Business Communications Quarterly; Volume 71, Number 2, June 2008 Pgs 152-170.

    2. Simonin and Ozsomer, “Knowledge Processes and Learning Outcomes in MNCS: An Empirical Investigation of the Role of HRM Practices in Foreign Subsidiaries”, Human Resource Management, July-August 2009, Vol. 48, No. 4, Pgs 505-530.

    3. Karr, “Critical Thinking: A Critical Strategy for Financial Executives”, Financial Executive, December 2009.

    4. Aadland, “Values in Professional Practice: Towards a Critical Reflective Methodology”, Journal of Business Ethics, 2010, 97: Pgs 461-472.

    5. Batra, Kaushik and Kalia, “System Thinking: Strategic Planning”, SCMS Journal of Indian Management, October – December, 2010.

    6. Groysberg, Kelly and MacDonald, “The New Path To The C-Suite”, Harvard Business Review, March 2011, Pgs 60-68.

    7. Kanter, “Zoom In, Zoom Out”, Harvard Business Review, March 2011, Pgs 112-116.

    8. Keinz and Prugl, “A User Community-Based Approach to Leveraging Technological Competences: An Exploratory Case Study of a Technology Start-Up from MIT”, Creativity and Innovation Management, Volume 19, Number 3, 2010, Pgs 269-289.

    9. West and Noel, “The Impact of Knowledge Resources on New Venture Performance”, Journal of Small Business Management, 2009, 47(1), Pgs 1-22.

    10. Hsiao and Brown, “The Role of an Advisory Board in the Incubation Stage of a Technology-Based Start-Up”, Memorial University of Newfoundland, St. John’s, Canada.

    11. Evans-Pughe, “Do you have what it takes to start up a technology company?”, IEE Review, June 2004, Pgs 43-45. www.iee.org/review

    12. Andries and Debackere, “Adaption and Performance in New Businesses: Understanding the Moderating Effects of Independence and Industry”, Small Business Economics (2007) 29:81-99.

    13. Popovic, “Modelling the Marketing of High-Tech Start-Ups”, Journal of Targeting, Measurement and Analysis for Marketing”, Vol. 14, 3, Pgs 260-276.

    14. Kraft, J. & Ravix, J.-L. 2008, “Corporate governance and the governance of knowledge: rethinking and relationship in terms of corporate coherence”, Economics of Innovation and New Technology, Vol. 17, no. 1-2, Pgs 79-95.

    15. Anokhin, Wincent, Frishammar, 2011, “A conceptual framework for misfit technology commercialization”, Technology Forecasting & Social Change, Vol. 78, Pgs 1060-1071.
    Recommended Resources
    1. http://www.yet2.com
    2. http://www.nasa.gov/open/plan/technology-transfer.html 
    3. http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm 

    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. Access to 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.
  • 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.
    1 • Commercialisation
    • Opportunity
    2 • Starting a Company
    • Building a Team
    • Development & Protection of IP
    3 • Patents, Trade Marks, Trade Secrets, and Licensing of IP
    4 • Critical Aspects of Strategy from Product Development to Marketing Strategy
    5 • Technology Adoption Patterns and Associated Marketing Strategies
    • Financial Strategy going deeper into Business Models
    • Fund Raising of Technology Start-ups
    6 • Funding Growing Technology Companies
  • 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:

    #AssessmentLengthWeightingLearning Outcomes
    1 Assignment 1500 words 25% 1-4
    2 Quiz 10% 1-5
    3 Case Study 3000 words 55% 1-5
    4 Participation 10% 1-5
    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: Identify & Plan an Opportunity
    Weighting: 25%
    Task: Identify and discuss a technology with potential for commercialising from search and describe your process (e.g. patent, university, company, etc)

    Assessment 2: In-class Quiz
    Weighting: 10%
    Task: The quiz is designed to assess the overall theoretical understanding of both text and readings. Material will incorporate all material covered in text, readings, and class discussion.

    Assessment 3: Case Study
    Weighting: 55%
    Task: Choose one of the three case studies supplied to apply the conceptual framework presented in this course in order to commercialise the technology.

    Assessment 4: Participation
    Weighting: 10%
    Task: Active and knowledgeable involvement in class discussion and activities covering both text and reading material as relates to specifics of discussions.

    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: MyUni Learning Centre

    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 include in the assignment a 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:  An application for Assessment Extension 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 medical, compassionate or extenuating circumstances.
    • 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
  • 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.

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