ENTREP 3902 - Project Abroad
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code ENTREP 3902 Course Project Abroad Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Quota Placements will be offered through an interview process Course Description Through the use of relevant theories and frameworks of competitive advantage and entrepreneurship, this course provides students with the knowledge and tools for developing a business idea and assessing its viability as a new venture opportunity. This is a hands-on integrated approach, where application occurs through project-based learning and a mentoring program to guide students through key strategies to start a new venture.
This course is an in-country project undertaken outside of Australia. For more information and to apply, contact firstname.lastname@example.org
Course Coordinator: Stella Bachtis
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
- Identify a potential entrepreneurial opportunity and evaluate it in a process of experimentation and feedback;
- Determine a useful resource strategy for building a new venture;
- Complete modern entrepreneurial planning documents, describing critical elements of a new entrepreneurial venture;
- Apply principles and practice of new entrepreneurial venture planning to build a business idea and access its viability in order to present for feedback or to experts. Experiment in building a balanced and effective entrepreneurial team.
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)
1-4 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
1-4 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
1-3 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 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
A selection of academic journal articles and current case studies will be used as supplementary learning resources for this course.
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 ModesThe Project Abroad will follow a blended model comprising an online learning component. Since the premise of this course is project-based, 6 workshops will run throughout the 14-week term time as well as online learning components will need to be completed weekly in addition to participating in mentoring program to develop a viable business idea.
A maximum of 12 weeks of the course will be undertaken in Châlons-en-Champagne, France, with the remaining 2 weeks undertaken online.
Students will be required to engage interactively each week through discussion forum participation. Activities and assignments to complete the project have been developed to deepen learning and application in developing a business idea and assessing an opportunity.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Throughout the term, students will develop a portfolio of evidence of work completed within the incubator as well as other entrepreneurial experiences that are undertaken in the region, including engagement with subject matter experts in specific industries and exposure to different businesses types.
As a guide, a 6 unit course comprises a total of 312 hours work (this includes face-to-face contact, any online components, and self directed study).
Learning Activities Summary
Proposed Schedule Module Topic Outline 1 New venture start-up basics This module will cover an introduction into entrepreneurship and entrepreneurial thinking. The focus specifically is on theories of entrepreneurship both traditional and contemporary that can be applied to develop a business idea such as lean thinking and the principles of effectuation. 2 Design thinking This module focuses on the methodology of design thinking which is used by many organisations to create new or develop existing products or services, innovatively. Design Thinking is a methodology is used by entrepreneurs and intrapreneurs to solve complex problems and find desirable solutions for customers. Design thinking is a solution focused methodology and action oriented towards creating a preferred future using logic, imagination, intuition, and systemic reasoning, to explore possibilities to create desired outcomes that benefit the customer. 3 Project management in start-ups This module describes the skills and knowledge required to manage project work when starting a new venture. It covers developing a project plan for the new venture, administering and monitoring the project, finalising the project work. Significantly, this module focuses on considering the new venture as a project to ensure that timelines are met, quality is adhered to and budgetary requirements are fulfilled. Marketing and digital marketing for start-ups Understanding the market is key to the success of any venture. This module considers strategies and methods that can be adopted to systematically review and validate the venture’s product or services in their chosen market segments, and consequently, highlight changes to the product/service required to target and create completely new or different markets, or even product combinations, if required. Additionally, this module will tap into digital marketing trends that can be implemented. 4 Lead entrepreneur and entrepreneurial team This module focuses on the lead entrepreneur and the development of the entrepreneurial team. Includes developing leadership skills, identifying roles and responsibilities of core team and personnel, suppliers and other stakeholder groups provide insight into how the team and external stakeholders can provide value to the new venture. Developing a viable business model Participants will be required to create business models based on their business opportunity. Business model is about fundamentally and critically thinking about the venture around a clear customer need, and aligning resources, processes and partnerships and developing its new value proposition. The primary goal of business model is to improve how product value is delivered to customers and designing a business model to support these activities. 5 Resourcing the new venture This module focuses on the knowledge and skills required to identify the resource requirements for the new venture and to estimate the anticipated costs of these resources. Entrepreneurs will consider how best to allocate the funds they have available to the acquisition of resources and will assess various funding options to fulfil additional funding needs. They will research suitable funding options and prepare and present a proposal to obtain funding. Going global Students will be introduced to conceptual to gain an understanding of the international business environment. The module will enable students to understand the challenges of international business and develop their knowledge and skills in new venture start-ups in the international environment. The module will help students become aware of political, socio-economic, and cultural dynamics and trends that characterise the international business environment. Additionally, it provides students with strategies to manage international networks and engage with diverse cultures within the international community. 6 Sustainability and competitive advantage in an international business environment The module aims to equip students with an understanding of key issues in the area of sustainability and business practices. Within the realm of sustainability is ensuring that business products, services and practices remain competitive within the global market. This module considers innovative, operational and strategic practices to maintained sustained value of the new venture.
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 Length Weight Learning Outcomes 1 Written assignments Individual 800-1000 words each 40% 1-4 2 Presentation Individual 10 – 12 slides + audio 30% 4 3 Written assignment Individual 1500 – 2000 words 30% 2,3,4 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 DetailAssessment 1: Activity Assessments
Weighting: 40% (5% per activity assessment)
Week 2: Learning Journal (process involved in building of business idea)
Week 4: Concept statement
Week 6: Learning Journal (process involved in validating idea and insights)
Week 8: Redesigning business model to address resourcing and opportunity assessment
Week 10: Learning Journal: Research, compare and evaluate various digital marketing strategies used by organisation to reach their target audiences.
Assignment 2: Presentation
Task: You may use the case study or the context of your own business idea for this assignment. Prepare a presentation of no more than 12 slides, with an accompanying audio (no more than 10 minutes)
Present your business opportunity pitch to an audience of potential business angel or venture capital investors. The objective is to convince the panel to invest in your opportunity. The video presentation will be 15 minutes. Videos with accompanying PPT and visuals for the presentation
Assignment 3: Written assignment
Taks: Using the template provided, develop a business plan for your opportunity.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.