ENTREP 3016 - Entrepreneurship Research in Practice

North Terrace Campus - Semester 1 - 2020

The course provides students with practical knowledge on quantitative and qualitative research methods, techniques for critical literature evaluation, and skills to execute a research plan. Students will be asked to identify a relevant entrepreneurship research problem informed by practice and theory, and to consider various research approaches and methods. The outcome is that students will be able to effectively design, undertake and communicate research issues. This course is a pre-requisite for the ENTREP 3008.

  • General Course Information
    Course Details
    Course Code ENTREP 3016
    Course Entrepreneurship Research in Practice
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available for BInnovEntr students only
    Course Description The course provides students with practical knowledge on quantitative and qualitative research methods, techniques for critical literature evaluation, and skills to execute a research plan. Students will be asked to identify a relevant entrepreneurship research problem informed by practice and theory, and to consider various research approaches and methods. The outcome is that students will be able to effectively design, undertake and communicate research issues. This course is a pre-requisite for the ENTREP 3008.
    Course Staff

    Course Coordinator: Dr Richa Gulati

    Program Director Contact Details: Innovation and Entrepreneurship
    Name: Dr Wendy Lindsay
    Email: wendy.lindsay@adelaide.edu.au
    Teaching Staff

    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. Discuss research theory in an informed and educated way;
    2. Identify a research problem and develop relevant research questions;
    3. Explain the difference between quantitative and qualitative research design;
    4. Develop a research plan designed to address identified research problems;
    5. Present a well-structured, informative, well-argued research proposal.
    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
    No Textbook Required
    Recommended Resources

    Saunders, M. N. (2011). Research methods for business students (5th ed.). India: Pearson Education India.

    Bryman, A. (2016). Social research methods. Oxford, UK: Oxford University Press.

    Saunders, M. N., & Lewis, P. (2012). Doing research in business & management: An essential guide to planning your project. Harlow: Pearson Education.

    Robson, C. (2007). How to do a research project: A guide for undergraduate students. Oxford, UK: Blackwell.

    Sharp, J. A., Peters, J., & Howard, K. (2017). The management of a student research project. Abingdon, UK: Routledge.

    Eriksson, P., & Kovalainen, A. (2015). Qualitative methods in business research: A practical guide to social research. Thousand Oaks, California: Sage.

    Hair, Joseph F. (2007). Research methods for business. Chichester: John Wiley and Sons

    Strauss, A., and Corbin, J. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory. Thousand Oaks, Calif. London: Sage.

    It is also useful to read relevant peer-reviewed journal articles. In particular:

    • Entrepreneurship Theory & Practice
    • Journal of Business Venturing
    • Entrepreneurship & Regional Development
    • Journal of Small Business Management
    • Journal of Social Entrepreneurship
    • Academy of Management Journal
    • Small Business Economics

    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 taught via on-campus face to face lectures and tutorials and is intended to deliver recognised knowledge and skills in respect to conducting valid research. The course is a preparatory course for the capstone project course.

    All course learning materials will be accessible to students via the online MyUni platform.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Students are expected to attend lectures and tutorials as scheduled. Furthermore, students should prepare for lectures and revise post lecture to improve understanding of each week’s course module. Students will be directed to work on three different assessment pieces and submit for grading. As a general guide, a 3 unit course requires

    Total workload hours: 12 Hrs per week x 13 weeks = 156 Hrs
    Total contact hours: 3 Hrs per week x 12 weeks = 36 Hrs
    Total self-guided study: 156 Hrs – 36 Hrs = 120 Hrs
    Learning Activities Summary

    The course will cover research methods and concepts via a structured approach. Hence, students will come to understand how to think about and plan for research and the knowledge and skills that are required. The lectures, tutorials and assessments are designed to reflect the practice of good research. Students will need to study outside of lectures and tutorials to appreciate the breadth of information within this area.  

    The weekly lecture schedule is structured as follows
    Week Topic
    1 Introduction to Research Methods
    2 Research and Problem Definition
    3 Effective Research Planning
    4 Literature Reviews and Techniques
    5 Research Design and Methodology
    6 Qualitative Research Methodology
    7 Quantitative Research Methodology
    8 Research Proposals and Purpose
    9 Proposal Structure: Introduction, Background, Research Problem and Questions
    10 Proposal Structure:Research Design, Approach and Conclusion
    11 Research Project Resources, Schedule and Ethics
    12 Course Overview and Assistance
  • 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 Research Theory Essay Individual 1500 words 30% 1,3
    2 Research Planning Report Group 1500 words per student 30% 2,4
    3 Research Proposal Individual 2000 words 40% 2,3,4,5
    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
    Research Theory Essay:
    Write an essay in respect to a particular area of research theory. The essay should delve into various research concepts and highlight what constitutes good and valid research. It should be supported by appropriate and relevant academic sources.
    Research Planning Report:
    This is a group assessment where you will need to prepare a plan on how you would execute a research project. The assessment topic will be based on a particular problem where the group will need to analyse how it would be best to conduct the research so as to inform the affected community in respect to the issues and possible solutions that may result from a research project. The learning outcomes for this assessment require you show that you understand the practice of planning for good research implementation and conduct.
    Research Proposal:
    Each student will develop a research proposal of relevance to entrepreneurship or innovation that will serve as a basis for this course. The proposal will investigate a specific entrepreneurship or innovation issue and should include an introduction, background, research aim and questions, research design, resources, schedule and conclusion. The learning outcomes will be delivered via each student displaying their ability to think clearly about an entrepreneurship or innovation problem and outline a research proposal to effectively investigate it.

    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.

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