ENTREP 3005 - Technology Commercialisation
North Terrace Campus - Semester 1 - 2018
General Course Information
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.
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 Coordinator: Dr Wendy Lindsay
The full timetable of all activities for this course can be accessed from Course Planner.
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
Required ResourcesThe University’s preferred textbook supplier is Unibooks: http://www.unibooks.com.au/
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 Resources1. http://www.yet2.com
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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 SummaryThis is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.
Session Content 1 • Commercialisation
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
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.
An overview of the course assessment appears in the following Table. Details appear in the following section:
# Assessment Length Weighting Learning 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 RequirementsStudents 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 1: Identify & Plan an Opportunity
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
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
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
Task: Active and knowledgeable involvement in class discussion and activities covering both text and reading material as relates to specifics of discussions.
SubmissionAll 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.
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.
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