ENTREP 3020 - Corporate Entrepreneurship in Organisations

North Terrace Campus - Semester 1 - 2021

Established companies are progressively creating new business opportunities as an imperative for maintaining competitive advantage, retaining market share and continued success. Maturing technologies and aging product portfolios require businesses to create, develop, and sustain innovative new businesses. This course will explore how to innovate and apply entrepreneurship principles in the corporate setting. You will develop knowledge on navigating barriers to create, develop and scale innovative initiatives that do not typically fit within established systems, processes, and cultures.

  • General Course Information
    Course Details
    Course Code ENTREP 3020
    Course Corporate Entrepreneurship in Organisations
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Intensive
    Available for Study Abroad and Exchange Y
    Assessment Assignments, presentation
    Course Staff

    Course Coordinator: Dr Matthew McKinlay

    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. Define corporate entrepreneurship and its role in achieving competitive advantage.
    2. Articulate the challenges and opportunities for large organisations in developing an entrepreneurial mindset.
    3. Determine the key architecture required to support an entrepreneurial organisation.
    4. Develop entrepreneurial behaviours and activities that align with innovation.
    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

    Burns, P 2020, Corporate Entrepreneurship and Innovation, 4th edn, Macmillan Science & Educ. UK.

    In addition to the textbook, there will be a range of readings provided in MyUni to reflect the theoretical and applied perspectives of corporate entrepreneurship.

    Recommended Resources
    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 using both synchronous and asynchronous sessions as relevant. Lectures will be pre-recorded for viewing prior to the workshop sessions that will be delivered across 3 x 2 full day intensive workshops.


    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
    Section Topics
    Module 1 – Entrepreneurship and innovation
    1 An introduction to corporate entrepreneurship
    • The new age of change and uncertainty
    • The relevance to competitive advantage
    • The implications for big business
    2 The role of innovation in business
    • Innovative business models
    • Innovation in products and services
    • Innovation and competitive advantage
    3 An entrepreneurial mindset
    • In corporate teams
    • In executive leaders
    • In the corporate environment
    Module 2 – Entrepreneurial architecture
    4 Culture in the entrepreneurial organisation
    • Defining an organisation’s culture
    • Market influences on culture
    • Building an entrepreneurial culture
    5 Structure in the entrepreneurial organisation
    • The role of hierarchy
    • Structure design for innovation
    • Control vs autonomy
    6 Leading in the entrepreneurial organisation
    • The role of the chief architect
    • Leading innovation
    • Creating vision and aligning motivation
    Module 3 – Entrepreneurial environments
    7 Enabling creativity
    • Our brains
    • Our own creative potential
    • Developing creativity skills
    8 Enabling innovation
    • The organisation’s appetite for risk
    • Forums for innovation
    • Barriers to innovation
    9 Business model frameworks
    • New venture framework
    • The Lean Canvas
    • Review process
    Module 4 – Product/Market development
    10 Finding new products and markets
    • New markets
    • New products
    • Diversification
    11 Developing existing products and markets
    • Product modification
    • Product expansion
    • Product extension
    12 Risk analysis
    • Assessing risk
    • Mitigating risk
    • Monitoring risk
    Module 5 - New venture implementation
    13 New venture teams
    • Intrapreneurs
    • Selecting a venture team
    • Team development
    14 Influencing decision makers
    • Emotional Intelligence
    • Handling internal politics
    • Presenting with influence
    15 Effective execution and return on investment
    • Disciplined structure
    • Flexible mindset
    • Performance focused
    Module 6 - The corporate entrepreneurship audit
    16 Entrepreneurial architecture
    • Strategic intent
    • Structural fit
    • Team capability
    17 Entrepreneurial environments
    • Commercial opportunity
    • Competitor activity
    • Engagement in innovation
    18 Entrepreneurial capability
    • Cultural capability
    • Leadership capability
    • Financial capability
  • 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 Group Presentation Group 15-minute presentation 30% 1,2
    2 Case Study Individual 2500 words 50% 3,4
    3 Discussion Board Queries and Responses Individual 4 initial questions and minimum 4 dialogue exchanges 10% 1-4
    4 Class Participation Individual Interaction with course content/group activities/class exercises during opening and closing intensives 10% 1-4
    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
    Group Presentation
    This presentation assignment requires students to work in a group and develop the entrepreneurial architecture required to establish an innovation hub within the organisation.

    Students will consider the structure, culture, and leadership required to support the innovation hub, and prepare a presentation to the executive team for approval to establish and resource the innovation hub within the organisation.

    Case Study
    For this individual case study assignment, students will research an organisation whose product(s) has reached market maturity and requires innovation to survive.

    Students will develop the process on which this innovation will take place, with consideration for the market, environment, resources, capability, established systems, and risks.

    The assignment will include a project plan, reflecting tasks, owners, and timeframes.

    Discussion Forum Queries and Responses
    Online forums are a good vehicle to help students engage in discussion of course materials before coming to class, to review material prior to an assignment, to reflect on workshop activities, or use of additional research undertaken to demonstrate synthesis, insights and application. Contributions to the discussion forums are a structured task, as follows:

    • Each student must post four initial questions about specified content from the course, articulating their thinking about the question. Example: What do you know already? What did you find confusing? If you had to answer a question immediately, how would you do so?
    • Thereafter all students respond a minimum of four times to each other’s initial posts to create conversation threads.

    Discussion Boards are linked to specific modules. Contribution is evaluated on preparedness and ongoing interaction during the opening and closing intensives. Limited contribution to the forum is defined as making no posts, fewer than stipulated interactions, or duplicating existing posts.

    Class Participation
    Student participation is an essential aspect of classroom learning and encompasses numerous ways in which you prepare for and conduct yourself in a classroom cohort. For example, equitable involvement in and responsible allocation of class tasks and activities, collaboration to achieve satisfactory completion of class exercises, and demonstration of knowledge gained from set readings/MyUni course resources/live and recorded lectures.

    Evaluation of participation is through preparation for set activities, collaborative and individual interaction with course content to inform class exercises, and via group activities during both the 2 x 3 day intensives.


    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.

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.