ENTREP 3050 - ECIC Study Tour

North Terrace Campus - Winter - 2018

This course is an intensive overseas study tour, with up to 80 contact hours expected. The Study Tour will involve visiting an overseas location for approximately two weeks, and will involve academic seminars, group work, industry and government visits and cultural activities. This course is focussed on Entrepreneurship (the Entrepreneurship Experience). Students will learn to understand what entrepreneurship is all about, particularly in a foreign environment. The course will be relevant to students no matter whether they wish to start up their own business, work for a small entrepreneurial firm or for a larger corporation where there is always a need to find new markets and commercialise new products. The entrepreneurial process is important to not-for-profit organisations, government, and, of course, commercial ventures.

  • General Course Information
    Course Details
    Course Code ENTREP 3050
    Course ECIC Study Tour
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Winter
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 80 hours
    Available for Study Abroad and Exchange N
    Assumed Knowledge 1 Semester of successful undergraduate study
    Assessment Assignments
    Course Staff

    Course Coordinator: Dr Wendy Lindsay

    Name: Dr Wendy Lindsay
    Email: wendy.lindsay@adelaide.edu.au
    Phone: +61 8 8313 2564
    Personal Link: http://www.adelaide.edu.au/directory/wendy.lindsay
    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 Explain the importance of creativity, innovation and design thinking to identify ideas for solutions that lead to creation of new or enhancement of existing opportunities
    2 Identify and apply key components of the entrepreneurial process using appropriate tools and frameworks
    3 Explain the importance of the environment (economic challenges, innovation, ethical perception, cultural difference, social impact, sustainability, uncertain environments, and global issues) and its influence and impact on strategic decision making for entrepreneurial activity
    4 Apply effective leadership in creating and participating in a resourceful, collaborative entrepreneurial team
    5 Illustrate how an entrepreneurial ecosystem may impact the establishment and growth of entrepreneurial ventures
    6 Plan and use effective oral/written communication methods and presentation styles for intended audience, purpose and context
    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, 6
    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, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3, 4, 5, 6
    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
    1, 3, 6
    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, 3, 5, 6
  • Learning Resources
    Required Resources
    There is no required textbook.
    Recommended Resources
    Course Notes & Work Booklet will be printed and provided to the students prior to departure.

    Recommended readings
    will be available for enrolled students by download from MyUni.

    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, that may change during the course delivery if necessary.

    Session Topic Readings/Activities
    PD Pre-Departure:
    Background Reading
    OECD Economic Survey
    GEM Global Report
    1 What is Entrepreneurship?
    2 Creativity, Innovation and Design Thinking Group Activity: Design Challenge
    3 Entrepreneurship does not exist in a vaccum:
    The Environment: PESTEL Framework

    Entrepreneurship does not exist in a vacuum:
    The Environment: Opportunities and Risk
    Group Activity: PESTEL

    Group Activity: SWOT and Risk Assessment analysis
    4 Business Modelling:
    The Business Model Canvas

    Overview of the Lean Startup
    Group Activity: Business Model Canvas
    5 The Entrepreneurial Team
    6 Wrap up and interactive session  Complete BMC and Concept Proposal
    7 Business Model Canvas Presentations - Group Assignment Business Model Canvas Presentations
  • 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 TypeLengthWeightLearning Outcomes
    1 Exploratory Essay Individual 1500 words 20% 1, 2, 3
    2 Business Modelling of a Perceived Business Opportunity
    a)  Written Concept Proposal
    b)   Group Oral Presentation
    Individual a) 1000 words
    b) 15 Minute
    Oral Presentation
    30% 2, 3, 4, 5
    3 Feasibility Study Group 3000 words 30% 1 - 6
    4 Reflective Essay Individual 2000 words 20% 1 - 6
    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
    Assignment 1: Exploratory Research and Write Up (Individual Assignment)
    Weighting: 20%

    Task: Exploratory essay tasks ask questions and gather information that may answer initial questions you pose in relation to the given topic. The main point of the exploratory or inquiry essay is not to find definite answers. Rather, the point is to conduct inquiry into the topic, gather information, and share that information with the reader/s.
    Conduct your exploratory research to provide some context and background for the country you are about to visit, based on the topic of The Entrepreneurial ecosystem in South Africa from the perspective of Opportunity Entrepreneurs and Necessity Entrepreneurs.
    This is a broad topic so you may wish to narrow and define an aspect that you find of particular interest, or illustrate a key constraint and conceive recommendations to address or diminish that constraint. These are two examples of how to address the assignment.  This is a discovery assignment, so please research further and/or wider than the suggestions provided above.   

    Assignment 2: Business Modelling of Potential Opportunity (Group Assignment)
    Weighting: 30%
    Task: There are 2 components to this assignment.   
    a)  The first component is to develop a Business Model Canvas (BMC) during workshop/lecture time. The Business Model Canvas (BMC) is a strategic entrepreneurial and management tool that enables you to describe, design, challenge, invent and pivot your conception of a business model. You will build an appropriate business model for a concept/idea your team decides upon by the end of the first two days of the Study Tour. You will then write up a Concept Statement for the idea on which you have based your BMC. A template is provided for the Concept Statement. The written concept statement details the "story" of your completed BMC.

    b)  The second component of the assignment is a 15 minute oral presentation (including Q&A) to the panel and your peers. These presentations will enable you to derive valuable feedback to incorporate into the write up of the following group assignment Feasibility Study (Assignment 3).

    Assignment 3: Feasibility Study (Group Assignment)
    Weighting: 30%
    Task: Produce a Feasibility Study that is developed from the Business Model Canvas (BMC) project or business opportunity you have modelled during the Study Tour. A template is available for the Feasibility Study.

    Assignment 4: Reflective Essay (Individual Assignment)
    Weighting: 20%
    Task: Reflect and critically analyse key elements of the study tour and course content that resonated most with you, concisely communicating your learning from such events, activities or experiences. What are your key takeaways from the study tour .. and why?
    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
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