ENTREP 7061B - Research in Entrepreneurship Part 2
North Terrace Campus - Trimester 3 - 2020
General Course Information
Course Code ENTREP 7061B Course Research in Entrepreneurship Part 2 Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Trimester 3 Level Postgraduate Coursework Location/s North Terrace Campus Units 12 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites Completion of all core courses for the Masters of Innovation & Entrepreneurship; successful completion of ENTREP 7061A Incompatible TECHCOMM 5029 or ENTREP 5029; TECHCOMM 5028A/B or ENTREP 5028A/B Assumed Knowledge MUST have successfully completed ENTREP 7049 (or TECHCOMM 7049) & COMMERCE 7039 OR ENTREP 7052 Restrictions Available for MAppInnovEntr and MInnovEntr students only Course Description The Research in Entrepreneurship Parts 1&2 (12 units) offers candidates a pathway to increase their research capabilities to a standard compatible with entry into a PhD program. Research can be conducted in one of three broadly defined areas, namely; the new enterprise creation process, the strategic management of growth/innovation relevant to new or established organisations, or the factors, resources, institutions and policy domains that support, stimulate or propel new enterprise creation. A candidate will conduct the research developed in the proposal in Part 1 of this course. This includes and not limited to data collection, qualitative or quantitative analysis, interpretation of findings in relation to existing literature and assessing the contribution of the research. This allow the student to develop a strategy for the potential PhD.
Course Coordinator: Dr Manjula DissanayakeProgram Director Contact Details: Postgraduate Entrepreneurship and Innovation
Name: Dr Manjula Dissanayake
Name: Dr Scott Gordon
Researcher profile: https://researchers.adelaide.edu.au/profile/scott.gordon
Name: Dr Francesco Barbera
Researcher profile: https://researchers.adelaide.edu.au/profile/francesco.barbera
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 Demonstrate the nature and purpose of innovation and entrepreneurship research and its relationship to innovation or entrepreneurship practice. 2 Apply literature search techniques and research design skills to support a chosen area of enquiry. 3 Conduct research data collection to academic, ethical standards. 4 Construct a minor thesis that produces evidence of an integrated and self-directed research learning experience, including analysis, synthesis and evaluation of the research process. 5 Apply effective communication skills in the development and presentation of research papers, reports, and plans.
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 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
3,4 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
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
1,4,5 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
2,3,4 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
Required ResourcesText book:
No text required
A set of articles will be provided on the MyUni site to assist students with the content and conduct of this course. Students are required to expand their search and reading by sourcing their own articles etc because this course is aimed at doing independent self-driven research.
Entrepreneurship and Research
1. Bygrave, William c2007, 'The entrepreneurship paradigm (I) revisited' in Ulhøi, John P. & Neergaard, Helle (eds.), Handbook of qualitative research methods in entrepreneurship, Edward Elgar, Northampton, MA, pp. 17-48.
2. Davidsson, Per 2002, What entrepreneurship research can do for business and policy practice, International Journal of Entrepreneurship Education, vol. 1, no. 1, pp. 5-24.
3. Alvarez, Sharon A. & Barney, Jay B. 2006, 'Can organizing a firm create new economic value?' in Cooper, Arnold C. (ed.), Entrepreneurial strategies: new technologies in emerging markets, Blackwell Pub., Malden, MA, pp. 11-25.
4. Hall, J.K., Daneke, G.A. & Lenox, M.J. 2010, 'Sustainable development and entrepreneurship: Past contributions and future directions', Journal of Business Venturing, vol. 25, no. 5, pp. 439-448.
5. Isenberg, Daniel J. 2010, How to start an entrepreneurial revolution, Harvard Business Review, vol. 88, no. 6, pp. 40-50.
6. Short, Jeremy C., Moss, Todd W. & Lumpkin, G. T. 2009, Research in social entrepreneurship: past contributions and future opportunities, Strategic Entrepreneurship Journal, vol. 3, no. 2, pp. 161-194.
7. Sarasvathy, Saras D. 2001, Causation and effectuation: toward a theoretical shift from economic inevitability to entrepreneurial contingency, Academy of Management Review, vol. 26, no. 2, pp. 243-263.
8. Zott, Christopher, Amit, Raphael & Massa, Lorenzo 2011, The business model: recent developments and future research, Journal of Management, vol. 37, no. 4, pp. 1019-1042.
Research Methods and Practice
1. Leedy, Paul D. & Ormrod, Jeanne Ellis. 2001, 'Planning your research design' in Leedy, Paul D. & Ormrod, Jeanne Ellis, Practical research: planning and design, 7th ed., Merrill Prentice Hall, Upper Saddle River, N.J., pp. 91-106, 107-121.
2. Johnson, R. Burke & Onwuegbuzie, Anthony J. 2004, Mixed methods research: a research paradigm whose time has come, Educational Researcher, vol. 33, no. 7, pp. 14-26.
3. Knight, Peter 2002, 'Research at a distance' in Knight, Peter, Small-scale research: pragmatic inquiry in social science and the caring professions, SAGE, London, pp. 80-113.
4. Neuman, William Lawrence c2003, 'The meanings of methodology' in Neuman, William Lawrence, Social research methods: qualitative and quantitative approaches, 5th ed., Allyn and Bacon, Boston, pp. 63-88.
5. Sharp, John A. & Howard, Keith c1996, 'Literature searching' in Sharp, John A. & Howard, Keith, The management of a student research project, 2nd ed., Gower, Aldershot, Hampshire, England, pp. 72-102.
6. Diamantopoulos, A. & Schlegelmich, B. B. c2000, 'It's all over...or is it?' in Diamantopoulos, Adamantios & Schlegelmilch, Bodo B., Taking the fear out of data analysis: a step-by-step approach, Business Press, Thomson Learning, London, pp. 219-225.
7. Veal, Anthony James 2005, 'Questionnaire surveys' in Veal, Anthony James & Ticehurst, G. W., Business research methods: a managerial approach, 2nd ed., Pearson Addison Wesley, South Melbourne, Vic., pp. 142-168.
A worthwhile reference text (sourcing and purchasing is optional) that discusses various emerging viewpoints on entrepreneurship theory and its practice is:Welsch, Harold (2004) Entrepreneurship: The Way Ahead, Routledge, New York.
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 LearningMyUni 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 ModesThis course is an individually directed and learner centred course offered via face-to-face supervision.
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). Therefore each learning period (6 units) will require approximately 312 hours dedicated to this course.
Learning Activities Summary
Readings will be supplied relevant to each session.
Schedule Content Activities Teaching
Specific learning activities will vary from research project to research project.
The key activities are:
1. Regular meetings with the academic supervisor (throughout 7061A/B)
2. Completion and agreement of a research design proposal (week 3 of 7061A)
3. Development, execution and completion of a minor research thesis (by end of 7061B)
The Project in Entrepreneurship is a self-directed study program that offers scope for candidates to pursue their own entrepreneurship related research interest.
The course is designed as a self-directed learning experience and will be
Students are expected to meet regularly with their supervisor.
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.
Assessment Task Task Type Weighting Length Due Date Learning
1. Research Design Proposal Individual
Typically 1,000-1,500 words Part A Week 4 1 & 4 2. Minor Thesis Individual 70% Min 12,000 words Part B Week 12 1-4 3. Minor Thesis Oral Defence Individual 20% 20 minutes plus 10 minutes Q&A Part B Week 12 5 TOTAL 100%
Assessment Related RequirementsStudents 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.
NO ASSESSMENT ITEM CAN COMMENCE WITHOUT CONSULTATION WITH YOUR LECTURER. ALL PROJECTS MUST BE NEGOTIATED AND AGREED WITH YOUR LECTURER PRIOR TO SUBMISSION.
Research Design Proposal
The report is a short summary (approx 8-15 pages long) of your proposed research topic and workplan for the two Trimesters.
The final deliverable is a detailed summary of the research work conducted as part of your project studies approximately 40-70 pages long. The minor thesis should be an ordered, critical and reasoned exposition of knowledge gained through the student’s efforts and include evidence of awareness of the literature.
Minor Thesis Oral Defence
You are required to present a professional defence of the research negotiated with your lecturer.
Submission of your minor thesis includes an oral presentation that is to be professionally presented to research examiners. Candidates are required to present and defend their research and should succinctly describe the major objective(s) of the
presentation, any major assumptions and decisions relevant to the research, research method, analysis and major findings. This presentation will be no longer than 30 minutes and will include 10-15 minutes for discussion and questions.
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
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.
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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