ENTREP 7900 - eChallenge

North Terrace Campus - Summer - 2020

Assessing viability of your ideas in a systematic manner is an integral requirement for any career path, not only if you want to embark an entrepreneurial career. Evidence suggests that your time at University is one of the best times to gain this experience. The eChallenge is a course designed to offer you a chance to perceive ideas from the perspective of pain experienced by or gain obtained by customers, develop innovative solutions using creative strategies, test ideas by interacting with customers, mentors and industry practitioners, and finally pitch ideas to a panel of investors from industry. Building your network during the industry interactions is an added benefit. Added to this, the course offers a range of cash and in-kind prizes, with winners announced at a black-tie awards dinner for all participants with industry veterans and investors. The course is the first step into entrepreneurship for many who have gone on to great entrepreneurial endeavours, as well as an enriching personal learning experience for all. For more information, go to: www.adelaide.edu.au/echallenge

  • General Course Information
    Course Details
    Course Code ENTREP 7900
    Course eChallenge
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Summer
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week in Semester/Trimester course. Up to 40 hours per week in eChallenge Study Tour course.
    Available for Study Abroad and Exchange Y
    Incompatible TECHCOMM 3900, ENTREP 3900
    Assessment Assignment, presentations, quizzes, participation
    Course Staff

    Course Coordinator: Dr Wendy Lindsay

    For all enquiries, please contact:
    Zrinka Tokic, eChallenge Program Manager

    For all academic enquiries regarding Summer School Study Tour, please contact:
    Dr Todd Davey

    Semester 2
    For all academic enquiries regarding course in Adelaide, please contact:
    Name: Manjula Dissanayake
    Email: manjula.dissanayake@adelaide.edu.au
    Course Timetable

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

    Information about this eChallenge Study Tour

    Looking for a once in a lifetime opportunity, to kick-start your entrepreneurial career whilst touring Europe? If the answer is ‘hell yes!’, then the eCHALLENGE GRAND EST is for you. The programme combines a one-week study tour followed by a one week intensive eChallenge, a concept development process that finishes in a Pitching contest.

    The first week of the programme, the INsights Trail, will have you going through a scoping and insight generating process which takes you from Amsterdam through the Netherlands to Gent in Belgium and finally to Paris in France visiting local entrepreneurship hubs and seeing famous sights. This process willchallenge you to observe and document market problems and find inspiration and evidence of the market need for your idea.

    The second week, eChallenge, situated at ThincLab Chalons just outside Paris, is an intensive program that will accelerate you through the process of creating, developing, assessing and executing your ideas, and provides all the tools, interaction opportunities and mentorship needed to cultivate entrepreneurial capacity before you pitch ideas to a panel of investors from the industry. The focus of this program is on business innovation, building robust entrepreneurial teams, and rapidly prototyping and testing in the market, whilst building your network.

    Added to this, the course offers a range of cash and in-kind prizes, with winners announced at a cocktail party for all participants. The course has been the first step into entrepreneurship for many that have gone on to great entrepreneurial endeavours, as well as an enriching personal learning experience for all.
  • Learning Outcomes
    Course Learning Outcomes

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

    1 Analyse and restructure a potential entrepreneurial opportunity using a systematic process;
    2 Formulate an innovative, attainable resource methodology to exploit the opportunity;
    3 Construct a cohesive entrepreneurial team to develop strategies to exploit the entrepreneurial opportunity;
    4 Communicate the venture solution to a diverse range of stakeholders, including investors, in a variety of oral, written and media formats;
    5 Integrate experience and learning into replication of the viability assessment process of entrepreneurial opportunities for future endeavours.
    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 text required
    Recommended Resources
    Podcasts, recordings and materials are available on Canvas.

    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 mixed method. Workshops will be delivered on campus as well as during the study tour and eChallenge week, face-to-face mentoring sessions will also be offered and all the content will be made available to the students via Canvas.

    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 sessions are a guide only. The timetable may be changed during the course delivery if necessary.

    The entire programme, including workshops and mentoring sessions, is designed to make use of the Design Thinking and Lean Startup processes and utilising global best practice to develop a new venture. Students will need to work on their new ventures outside the workshops to progress through the course.

    Prior to departure

    Prior to arriving in Europe, students should attempt to develop an idea in the pre-departure lecture in Australia. The preparation of the study tour and eChallenge will include:

    Pre-departure workshop 1 Design thinking (to generate ideas)
    Pre-departure workshop 2 Team formation
    Scoping session 1.5 hour session to prepare for the first week of the study tour, INsights.
    Each participant will need to identify the type of people/companies/organisations they need to talk to and already how they are going to do this, before they arrive

    Week 1: INsights Trail


    To provide focus, perspective, data and inspiration for the eChallenge by:

    • Challenging students to find evidence of the market need for their idea
    • Collecting and observing other market problems related or unrelated to their idea
    • Bringing together the data collected to making sense of it and transform it into insights related to their idea
    • To be inspired by the experience


    1. Scoping – Using a scoping wheel, students will identify the topic they are interested in and then provide focus for what they will undertake during the first week of the study tour.
    2. Scanning – Using a scan card, the students will scan fo:
      1. evidence of their need for their idea and
      2. problems they observe/encounter by undertaking structured interview, observations and other data gathering techniques
    3. Sense-making – Using a sense-making process, the students will analyse the collected data and transforming them into insights
    4. Insight – these insights should provide students with some information, evidence and perspective, of the need for their idea (or to pivot to a new one)
    Day9am to 12pm1pm to 4pm
    Prior to arrival Scoping: Preparation seminar and exercise for the INsights process
    Monday Scanning Scanning
    Tuesday Scanning Free
    Wednesday Sense-making in train / Scanning in Ghent Scanning
    Thursday Scanning Sense-making
    Friday Insights Insights

    Week 2 - eChallenge


    To challenge eChallenge students to:

    • identify market problems and opportunities for pursuit
    • identify and develop solutions to access the opportunities
    • test, measure, evaluate, learn and develop in iterative cycles
    • develop effective relationships with team members, the market and other important stakeholders
    • effectively communicate their concepts to others
    • be inspired by the experience


    A practical part of the idea development process will include:

    1. Emphasise – empathetically understand the nature of the problem
    2. Define – analyse your observations and synthesise them to accurately define the nature of the problem
    3. Ideate – generate a solution(s) that solves the most important aspect of the problem
    4. Prototype – create a usable version of the concept
    5. Test/evidence building – gather evidence for why your business concept solves the market problem in a successful way
    Students will also be building the value proposition, business model, marketing and sales as well as communication, teamwork and leadership skills required develop and entrepreneurial concept.

    Day9am to 12pm1pm to 4pm
    Monday Ideas vs opportunity Understanding your customer
    Tueday Creating value and business modelling Prototyping digital identify (including wire frames, visual identify, app shells)
    Wednesday Value proposition Wine Tasting Excursion
    Thursday Marketing Pitch coaching
    Friday Pitch practice Teams pitch
    Friday 6pm Cocktail function and awards
  • 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:

    #Assessment TypeTask TypeLengthWeightingLearning Outcomes
    1 Needs assessment report Individual* 2,500 words 30% 1-3
    2 New venture proposal Individual* 2,000 words 30% 1-3
    3 Semi finals pitches Group 10 minute presentation,
    5 minute Q&A
    30% 4,5
    4 Learning reflections Individual* On-going quiz + 1,500 words 10% 1,3,4
    Total 100%
    * NOTE: As a postgraduate course, marking rubrics will be significantly different to that of the undergraduate course. Students will have to demonstrate a deeper/broader knowledge and evidence robust research in building their argument. In addition, students must demonstrate an ability to synthesise multiple conceptual perspectives and sources of evidence to produce at a postgraduate level.
    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 requiring moderation will be carried out by the Academic Director or their nominee.
    Assessment Detail
    Needs assessment report: Students will write an essay focusing on a problem they have identified. The essay should delve into numerous concepts of entrepreneurial opportunity to build and evidence an argument as to what constitutes a valuable and valid opportunity. You will determine where obvious gaps lie and identify undisclosed needs that may hinder exploitation of the perceived opportunity. As you develop your paper you will use relevant aspects of the theory of entrepreneurial opportunity as supporting evidence to add substance and validity to the various factors and dynamics you address. Evaluate your findings, set priorities and formulate a plan of action. You will analyse and incorporate relevant academic reference sources to demonstrate a robust level of research knowledge understanding.

    New venture proposal: Initial work for this assessment is undertaken in a group format, but the written assignment is completed and submitted on an individual basis, with marks awarded individually based on peer assessment of the student’s contribution to the group work. The assessment topic is based on a particular problem where students analyse how best to develop a plan to exploit the entrepreneurial opportunity. You will use related theories discussed in class, plus further readings/research undertaken during self-guided learning. Students should also utilise their expertise and any prior entrepreneurial, startup, workplace and/or volunteering experience to further evaluate the potential and identify risks for the planned new venture. Learning outcomes for this assessment will require students to demonstrate they understand the nonlinearity of planning for viable opportunity exploitation.

    Semi-finals pitches: Student groups present the second iteration of their new venture positioning to a panel of investors. Each student will have the opportunity to exhibit the critical components of their venture; to articulate their value proposition for the problem identified and their prioritised solution. Students will use compelling metrics to gain credibility and develop a persuasive pitch. They will demonstrate critical thinking and their depth of knowledge to answer on the spot panel questions. Students will also demonstrate their ability to reflect and evaluate learning experiences during the course, including the venture showcase, to evolve and improve their new venture value proposition and positioning.

    Learning reflections: Retrospection of the course is undertaken to reflect and make sense of what has been learned through the duration of the course. Students will address key aspects of the course content, the entrepreneurial process undertaken, and both formal and informal feedback received. Students will integrate, internalise and personalise the key learnings, to gauge changes in their approach to evaluating entrepreneurial opportunities, as well as perceiving the immediate application and potential future value of the new knowledge gained in both work and personal lives. The objective is to assess all the learning objectives of the course.

    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.

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    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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