ENTREP 7048 - Advanced Venture Planning and Communications

North Terrace Campus - Trimester 1 - 2020

This course focuses on developing two core skills essential for entrepreneurship. The first is building a comprehensive new venture plan supported by an integrated pro-forma Cash Flow Statement, Income Statement and Balance Sheet. This is an essential skill necessary for preparing proposals for investors and other potential stakeholders. The second skill is to be able to present and communicate professional business plans in both written and verbal communication. Entrepreneurs are invariably under-resourced to undertake the new ventures they seek to create and hence communicating convincingly and confidently with investors, lead customers, partners and other key resource holders is often key to an entrepreneur's success. At the end of this course, a candidate will be able to: - Prepare an integrated financial forecasting model; - Incorporate a sensivity analysis within a proforma financial model identifying critical success factors for planning; - Design and prepare a business planning document including integrated financials; and - Prepare and pitch business proposals.

  • General Course Information
    Course Details
    Course Code ENTREP 7048
    Course Advanced Venture Planning and Communications
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Trimester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Intensive 36 - 40 hours
    Available for Study Abroad and Exchange N
    Prerequisites ENTREP 5016 or 5036, and ENTREP 5018 or 5038 and 3 units of ENTREP elective
    Corequisites 2 x 3 units of ENTREP electives
    Course Description This course focuses on developing two core skills essential for entrepreneurship. The first is building a comprehensive new venture plan supported by an integrated pro-forma Cash Flow Statement, Income Statement and Balance Sheet. This is an essential skill necessary for preparing proposals for investors and other potential stakeholders. The second skill is to be able to present and communicate professional business plans in both written and verbal communication. Entrepreneurs are invariably under-resourced to undertake the new ventures they seek to create and hence communicating convincingly and confidently with investors, lead customers, partners and other key resource holders is often key to an entrepreneur's success. At the end of this course, a candidate will be able to:
    - Prepare an integrated financial forecasting model;
    - Incorporate a sensivity analysis within a proforma financial model identifying critical success factors for planning;
    - Design and prepare a business planning document including integrated financials; and
    - Prepare and pitch business proposals.
    Course Staff

    Course Coordinator: Dr Manjula Dissanayake

    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. Design and prepare high impact strategic and business planning documents including integrated financials and critical success  factors

    2.  Distinguish between various sources of finance and their relevance to different business types and business life cycles

    3.  Identify and examine what criteria financiers use to invest in businesses and earn an acceptable return on their investment

    4.  Design a presentation to the criteria that investors use when assessing pitches

    5.  Use a range of skills and tools to prepare and deliver a pitch of a business proposal

    6.  Develop and demonstrate business pitch, presentation and communication skills to an advanced level

    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
    Required Textbook

    1. Entrepreneurship Theory, Process, Practice
    Authors: Frederic, Howard H.; O'Connor, Allan J.; Kuratko, Donald F.;
    Edition: 3rd Asia-Pacific EditionPublisher: Cengage Leaning, South Melbourne, VIC, Australia
    Year: 2013

    Chapter 9: Assessment and commercialisation of entrepreneurial opportunities pp. 283 - 307
    Chapter 11: Strategic entrepreneurial growth, pp. 365 - 375
    Chapter 14: Sources of capital for entrepreneurial ventures, pp. 486 - 502
    Chapter 15: Measuring performance for entrepreneurial ventures, pp. 519 - 52

    Required Readings

    2. Life's a Pitch: how to sell yourself and your brilliant ideas
    Author:Bayley, Stephen; Mavity, Roger
    Publisher: Transworld Publishers
    Year: 2008
    Chapter: Book 1

    3. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home and School
    Author: Medina, John
    Publisher: Pear Press
    Year: 2008
    Chapters 2, 4, 10

    4. Raising Angel & Venture Capital Finance: An Entrepreneur's Guide To Securing Venture Finance
    Author: Tom McKaskill
    Publisher: Breakthrough Publications
    Year: 2009
    Chapter 4: Strategic vs financial ventures pp. 43 - 52
    Chapter 5: A compelling investment opportunity, pp. 53 - 74
    Chapter 6: Exit strategies, pp. 75 - 85
    Chapter 8: Investor presentation techniques, pp.95 - 109
    Chapter 9: Valuation, pp. 110 - 126

    5. Entrepreneurship and Small Business
    Authors: Schaper, Michael; Volery, Thierry; Weber, Paull; Gibson, Brian;
    Edition: 4th Asia Pacific edition
    Publisher: John Wiley & Sons Ltd
    Year: 2014
    Chapter 8: Preparing a business plan, pp. 180 - 190
    Chapter10: Financing business ventures, pp. 244 - 260
    Chapter 15: Financial information and management, pp. 370 - 385
    Chapter 17: Managing growth and transition, pp. 443 - 447

    6. Raising Entrepreneurial Capital
    Authors: Vinturella, John; Ericson, Suzanne;
    Publisher: Elsevier Inc
    Year: 2013
    Chapter 5: Valuation survey of methods, pp. 143 - 163
    Chapter 6: Venture capital, pp. 175 - 192
    Chapter 7: Exit strategies, pp. 211 - 226

    7. A conceptualised investment model of crowdfunding
    Published in: Venture Capital, 2013, Vol 15(4), pp. 335-359
    Authors: Tomczak, Alan; Brem, Alexander
    Subjects: Crowdfunding, Venture Capital, Entreprensurship, Fundraising
    In: Venture Capital
    Format: Article

    8. New crowd-sourced equity funding regime explained
    Published in: Company Director magazine, August 2017, Vol 33 Issue 07, pp 42-43
    Author: Storey, Jill
    Subjects: Crowdfunding
    In: Company Director magazine
    Format: Article
    Year: 2017

    9. Crowd sourced funding: the current regulatory framework and GST treatment
    Published in: inTAX magazine, February 2015, pp. 14 -17
    Author: Briggs, Andy
    Subjects: Crowdfunding, Taxation
    In: inTAX magazine
    Format: Article

    Recommended Resources

    10. The Trusted Advisor
    Author: Maister, David H.; Green, Charles H.; Galford, Robert M.;
    Publisher: The Free Press
    Year: 2000

    11. Pitch Your Business Like A Pro
    Author: Kwegyir, Victor
    Publisher: ViccCor Publishing
    Year: 2014

    12. The development of business angel networks in Latin American countries: the case of Chile
    Published in: Venture Capital, 2013, Vol 15(2), pp. 95 - 113
    Authors: Romani, Gianni; Atienza, Miguel; Amoros, Jose Ernesto
    Subjects: Investment Readiness, Informal Venture Capital, Chile, Business Angel Networks
    In: Venture Capital
    Format: Article
    Good summary of business angels definitions and activities around the world

    13. Typologies of bootstrap financing behaviour in small ventures
    Published in: Venture Capital, 2014, Vol 16(1), pp 27 - 50
    Authors: Malmstrom, MalinSubjects: Bootstrap Financing, Small Venture, Taxonomy, Strategies
    In: Venture Capital
    Format: Article
    Explains methods of pursuing opportunities without using external debt or equity

    14.How does entrepreneurial activity affect the supply of informal investors?
    Published in: Venture Capital, 2010, Vol 12(1), pp. 21 - 47
    Authors: Burke, Andrew; Hartog, Chantal; Van Stel, Andre; Suddle, Kashifa
    Subjects: Informal Investment, Venture Capital, Entrepreneurship, Business AngelsIn: Venture Capital
    Format: Article
    Explains which type of people is likely to be formal or informal investor across many countries

    15. Banking support for entrepreneurial new venturers: Towards greater mutual understanding
    Published in: Journal of Small Business and Enterprise Development, 2013, Vol 20(2), pp. 420 - 433
    Authors: Duric, Mark; McGowan, Pauric; Babb, CarlaSubjects: United Kingdom, Banks, Entrepreneurs, Relationships
    In: Journal of Small Business and Enterprise Development
    Format: Article
    Good summary of difficulties facing small businesses in getting bank finance

    16. Sense and sensibility: the role of business incubator client advisors in assisting high technology entrepreneurs to make sense of  investment readiness status
    Published in: Entrepreneurship & Regional Development, 2011, Vol 23(7-8), pp. 449 - 468
    Authors: Mcadam, Maura; Marlow, SusanSubjects: Investment Readiness, Business Incubator, Venture Capital
    In: Entrepreneurship and Regional Development
    Format: Article
    Information expectation gap between investors and entrepreneurs, business plans

    17. The business plan as a project: an evaluation of its predictive capability for business success
    Published in: The Services Industries Journal, 2012, Vol 32(15), pp. 2399 - 2420
    Authors: Fernandez-Guerrero, Rafael; Revuelto-Taboada, Lorenzo: Simon-Moya, VirginiaSubjects: Business Plan, Entrepreneurship, New Ventures, SurvivalIn: The Services Industries Journal
    Format: Article
    Discusses various success factors for start up businesses, including business plans

    18. Exploring the resource logic of student entrepreneurs
    Published in: International Small Business Journal, 2012, Vol 30(6), pp. 659 - 683
    Authors: Politis, Diamanto; Winborg, Joakim; Dahlstrand, Asa Lindholm
    Subjects: Academic Entepreneurship, Bootstrapping, Effectuation, Institutional Theory
    In: International Small Business Journal
    Format: Article
    Year: 2012
    Discusses differences between funding start-ups by univeristy students compared to experienced entrepreneurs

    19. Research journals
    There are a range of journals where scholars publish their research including (list not definitive)
    (a) Journal of Business Venturing
    (b) Entrepreneurship Theory and Practice
    (c) Journal of Small Business Management
    (d) Academy of Management Review
    (e) Journal of Small Business and Entrepreneurship(f) Venture Capital
    (g) Small Business Economics

    20. Useful websites include:
    (a) www.business.gov.au
    (b) www.avcal.com.au
    (c) www.ukbusinessangelsassociation.org.uk

    There is a broad range of materials that cover and complement many of the topic areas covered in this course. A reading list will be available on MyUni to assist you with sourcing and locating additional materials.

    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.

    Content Activities
    A. Introduction
    B. Strategic planning
    C. Setting SMART PI goals
    D. Trust-based selling
    E. Elevator Pitches
    Prior Preparation:
    A. Pitch 1: A 3 minute pitch based on your own business idea & upload to YouTube
    B. Watch videos from “Shark Tank” www.tenplay.com.au

    Group Activities:
    Peer review of communications
    2 A. Effective communication strategies
    B. Business context and business life cycle
    C. What do financiers want?
    D. Financial relationships
    E. Pitch 2 explanation
    F. Red River (assignment 1) explanation
    Prior Preparation:
    Review calculation of Mamor Chocolates ratios

    Group Activities:

    Complete SMART PI Goal setting
    Discussion and feedback with the facilitator
    A. Feedback on Red River (assignment 1)
    B. Answering investor questions
    C. Dealing with challenges and objections
    D.Use of data shows 
    E. Visualisation strategies
    G. Body language and other tools of persuasion and influence
    Prior Preparation:
    Pitch: A 6-minute pitch based on your business idea
    4 A. Venture capitalists & their requirements
    B. Defensibility and Exit strategies
    C. Calculating investment required and investment return
    D. Pitch 3 explanation (assignment 2)
    E. Written business proposal explanation (assignment 3)
    Group Activities:
    Complete financial exercises
    Discussion and feedback with the facilitator
    Small Group Discovery Experience
    At various times during the four intensive days, students will work in small groups to discuss ideas, problem solve, plan application of key principles and reflect on lessons learnt from activities.
  • 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 TaskTask TypeLengthWeightingLearning Outcomes
    1 Case study Individual Max 1,250 words plus calculations 20% 1,2,3
    2 Oral presentation of business proposal pitch Individual Max 10 minutes 40% 3,4,5,6
    3 Written business proposal Individual Max 2,500 words plus numerical tables 30% 1,2,3,5,6
    4 Course participation Individual Ongoing 10% 1-6
    Total 100%
    Assessment Related Requirements
    Students should attend all classes in order to pass the course. There is considerable experiential learning during classes that build your knowledge and thus enable you to be successful in this course.

    Course results may be subject to moderation by the Assessment Review Committee.
    Assessment Detail
    Case Study
    Read case study on MyUni and answer case questions.

    Oral presentation
    Present your business idea to a panel of Venture Capitalists with the objective of convincing them to provide funding to your business.

    Written business proposal
    Prepare a business proposal that will convince a venture capitalist to finance your business idea. The proposal should include a business plan and integrated financials. The proposal should also support your oral presentation completed as Assessment 2.

    Class Participation
    Part of your assessment is based on your participation in the class activities and discussion during the four days of course intensives.

    Assignments will need to demonstrate appropriate use of references. Use the Harvard referencing system.

    All text based assignments must be submitted via MyUni:

    • Assignment Submission: Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both).
    • Cover Sheet: Please include in the assignment a completed University of Adelaide Assessment Cover Sheet (found in MyUni, under Modules) 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.
    • Assessment extensions request: An application for Assessment Extension should be made 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. See sections 3 and 7a) i. in particular on assessment extensions in the Modified Arrangements for Coursework Assessment (MACA) Policy.
    • 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: of an assignment 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.
    • Appealing a mark or grade: If you are dissatisfied with your mark or grade, you may request a review or re-mark. There must be academic or procedural reasons for your request, so you can’t simply request a re-mark because you are disappointed with your result. For more information on the process see Assessment Grievance: Appealing a mark or grade
    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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