ENTREP 2055 - Business Incubator Immersion
North Terrace Campus - Semester 2 - 2019
General Course Information
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 Coordinator: Dr Wendy LindsayProgram Director Contact Details: Innovation and Entrepreneurship
Name: Dr Wendy Lindsay
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 personal or entrepreneurial opportunity and evaluate it through a process of exploration, experimentation and feedback;
- Determine a useful resource strategy for building a new venture;
- Review and discuss contemporary entrepreneurial planning documents required by various stakeholders within an entrepreneurial ecosystem, describing critical elements for a new entrepreneurial venture;
- 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;
- 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
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.
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
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 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.
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 SummaryThe 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
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 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 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 DetailDesign 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.
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.
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.
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.
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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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