ENTREP 2055 - Business Incubator Immersion

North Terrace Campus - Semester 2 - 2019

You are planning on starting your own business, but feel hindered by the barrage of internal questions you are unable to find the answers to. Does this describe you? This immersion course helps build skills, capabilities and support required to help build your young startup or innovative idea into a sustainable business, whether it be a social enterprise, e-commerce business, high tech venture, or revitalising a family business. Available workshops will help you develop key skills in learning how to build and scale your startup. In addition you will develop an understanding of the entrepreneurial ecosystem, essentials of effective pitching, how to connect with industry experts and investors, and to build strong mentoring relationships to help you thrive through a healthy work-life balance.

  • General Course Information
    Course Details
    Course Code ENTREP 2055
    Course Business Incubator Immersion
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites ENTREP 1011 (or ENTREP 1001 or ENTREP 2001 or TECHCOMM 2001) AND ENTREP 1006 (or ENTREP 2006 or TECHCOMM 2006)
    Assumed Knowledge Successful completion of Level I courses.
    Course Description You are planning on starting your own business, but feel hindered by the barrage of internal questions you are unable to find the answers to. Does this describe you? This immersion course helps build skills, capabilities and support required to help build your young startup or innovative idea into a sustainable business, whether it be a social enterprise, e-commerce business, high tech venture, or revitalising a family business. Available workshops will help you develop key skills in learning how to build and scale your startup. In addition you will develop an understanding of the entrepreneurial ecosystem, essentials of effective pitching, how to connect with industry experts and investors, and to build strong mentoring relationships to help you thrive through a healthy work-life balance.
    Course Staff

    Course Coordinator: Dr Wendy Lindsay

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

    Teaching Staff
    Name: TBA
    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. Identify a potential personal or entrepreneurial opportunity and evaluate it through a process of exploration, experimentation and feedback;
    2. Determine a useful resource strategy for building a new venture;
    3. Review and discuss contemporary entrepreneurial planning documents required by various stakeholders within an entrepreneurial ecosystem, describing critical elements for a new entrepreneurial venture;
    4. Apply principles and practice of new entrepreneurial venture planning to assess and present viability of a business idea for feedback from entrepreneurs, industry experts, and/or investors;
    5. Evaluate teams to establish criteria that underpin the different phases of a balanced and effective successful 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
    1,2,3,5
    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
    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
    3,4
  • Learning Resources
    Required Resources

    No textbook required.

    There will be a range of readings and recommended resources to reflect the different theoretical and applied perspectives of developing a new entrepreneurial venture.

    Recommended Resources

    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 offered in blended learning mode with the face-to-face component offered through scheduled lectures, workshops and seminars, fieldwork tasks external to the classroom, collaborative tasks completed under guidance of supervisor and incubator resident entrepreneurs, and short presentation/feedback sessions. Guest speakers and/or industry experts will be brought in to supplement lecture modules. Students are expected to attend lectures as scheduled and prepare for regular meetings with the lecturer/supervisor to discuss progress from one assessment item to the next, and maintain a dialogue of activities planned to reach the level of quality required from the final assessment piece. Students will be directed to work on three different assessment pieces to submit for grading. Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during intensive classes that build your knowledge and thus enable you to be successful in this course.

    All course learning materials will be accessible to students via the online MyUni platform. This will allow students to interact with course preparation and assessment when not in class.

    Workload

    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, workshops and seminars, fieldwork external to the classroom, any online components, and self-directed study). Total contact hours is 36 hours, and total self-guided study 120 hours.
    Learning Activities Summary
    The course aims to improve business capability, expand business, research and commercialisation networks, and improve performance of the (intending) entrepreneur through access to advice and networks to help a young startup solve its own constraints rather than focus purely on financial resources to solve problems.

    Schedule
    Session Topic
    1 Utilising design thinking for creating my preferred future
    • Start where you are: Dysfunctional beliefs
    • Problem finding and problem solving
    • Reframe to build a compass
    2 Project managing and planning for my startup
    • Project Design
    • Make a flexible plan
    3 Experimentation and customer focus
    • Learning organisation
    • Customer experience design
    • Reduction of market and technical risk
    4 Maximising marketing and digital marketing strategies
    • Know your audience
    • Product-Market fit
    5 Leading myself and my entrepreneurial team
    • Fledgling team
    • Building the team out: Visionary, Hacker, Hustler, Designer
    6 Developing a viable business model
    • Relationship between you and your customer
    • Market segment drives the business model
    7 Resourcing my venture
    • The product is only a part of what you sell
    • Turning your prototype into a stable product
    • Changing resource requirements during early stage development
    8 Value stream: Working towards sustainability and competitive advantage
    • Articulating the value stream
    • Value stream discovery
    9 Planning for venture growth
    • Growth phases
    • Single/multiple funnels
    • Scaling a profitable business model
  • 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 Written assignment: Design Your Future Individual Max 2,000 words 30% 1,3,4
    2 Project Presentation and Recommendations Group 15-20 mins presentation, including Q&A 30% 1,2,3,5
    3 Project Report Individual Max 3,000 words 40% 1-5
    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
    Design Your Future
    This task will get you to start from your current stance and through ‘wayfinding’ will guide you to build a compass to help you identify your quest for the mid-term future. You will identify answers to ‘what am I doing?’, ‘why does it matter?’, ‘what is my purpose?’, and ‘what is the point of it all?’. You will use design thinking exercises in class to work through activities that will help you discover the answers to the questions posed. You will then write up Report portraying where you see yourself in the short to mid-term future and how you plan to get there.
    Project Presentation
    This is a team assignment that enables you to work closely on team tasks with the resident entrepreneurs in the ThincLab Incubator. The entrepreneurs benefit from the expertise of your team and through gaining extra pairs of hands to aid in the continual diverse tasks that are part of running a start-up. With your team’s help to identify relevant research, theoretical approaches, frameworks and tools, this will facilitate the entrepreneurs’ strategies to ‘move the needle’ closer towards their next objective. Student teams benefit from the reality check of a unique look into day to day entrepreneurial startup life versus the often linear theoretical approach that classrooms adopt. 

    Students will present their research, findings and recommendations to the entrepreneurial startup and mentors who assisted them through the process.
    Project Report
    For this written report, students will reflect on the prior 2 assignments and use their learning from these to revisit an opportunity or workplace problem.
    Submission
    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
  • 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.