La Trobe Business School
ENTREPRENEURSHIP [BUS3ENT]
Subject Learning Guide
Study Period 1 2017 SYDNEY Subject Coordinator: Dr. Quan Anh Nguyen Instance Coordinator: Dr. Ian Benton
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Table of Contents
SUBJECT DETAILS 4
GENERAL DETAILS 4 ENROLMENT REQUIREMENTS 4 STAFF CONTACTS 4 SUBJECT DESCRIPTION 4 SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 4 LATROBE ESSENTIALS 5 GRADUATE CAPABILITIES 5 LEARNING ACTIVITY SUMMARY 5 ASSESSMENT AND FEEDBACK SUMMARY 6 LEARNING RESOURCES 6 STUDENT FEEDBACK ON SUBJECT SURVEY 6 SUMMARY OF SFS FEEDBACK FROM LAST YEAR 7
POLICIES, PROCEDURES AND GUIDELINES 8
ACADEMIC INTEGRITY 8 SPECIAL CONSIDERATION 8 EXTENSIONS, LATE SUBMISSIONS AND PENALTIES 8 RULES ‐ COLLEGE/SCHOOL/DISCIPLINE‐SPECIFIC INFORMATION 9 STUDENT COMPLAINT 9 STUDENT LEARNING UNIT (SL) 9 LEARNING MANAGEMENT SYSTEM (LMS) 9 LIBRARY 9 STUDENT SUPPORT SERVICES 9 ADDITIONAL SUPPORT 10
SCHEDULE OF LEARNING ACTIVITIES 11
SESSION PLAN 11 LEARNING ACTIVITY DETAILS 12 LEARNING ACTIVITY ‐ COLLEGE/SCHOOL/DISCIPLINE‐SPECIFIC INFORMATION 12
ASSESSMENT AND FEEDBACK DETAILS 13
DETAILED GRADING CRITERIA 15 ASSESSMENT TASK 1 15 ASSESSMENT TASK 2 15 ASSESSMENT TASK 3 15 ASSESSMENT AND FEEDBACK ‐ COLLEGE/SCHOOL/DISCIPLINE‐SPECIFIC INFORMATION 15
PROBLEM‐SOLVING 16
CREATIVE PROBLEM‐SOLVING 16
03 16
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CULTURAL UNDERSTANDING 16
WRITING AND REFERENCING 18
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Subject Details GENERAL DETAILS Subject Code: BUS3ENT Subject Title: Entrepreneurship Teaching Period: Study Period 1 Location(s): Sydney Credit Points: 15 Mode: Blended Level: 3 ENROLMENT REQUIREMENTS Prerequisites: NA Co‐requisites: NA Incompatibles: MGT3EBP Assumed Skills & Knowledge: Level 3 undergraduate subject It is assumed that students undertaking this subject already possess a sound understanding of basic management, business law, economical and accounting principles, theories and practices. Special Study Requirements: Students with special needs whose participation in this subject might be limited by any study, attendance or participation requirements are strongly encouraged to consult the La Trobe University Academic and Literacy Learning (ALLU) and/or Equity and Access Unit (EAU) ‐ either via email or in‐person. Further information and contact details are available on the universities website. STAFF CONTACTS Role Campus Name Email Telephone Room Subject Coordinator Melbourne Dr. Quan Anh Nguyen [email protected] 03 9479 6079 MAR458 Instance Coordinator Sydney Dr. Ian Benton [email protected] SUBJECT DESCRIPTION This subject provides students with a solid understanding of the foundations and principles in the study of entrepreneurship and small business development and management, and a secondary appreciation of concepts and tools used in the management of modern enterprises including innovation and creativity. The subject begins with an examination of the nature and operations of entrepreneurship and small businesses then proceeds to how the body of entrepreneurial knowledge has developed over time, particularly small business, both in Australia and overseas. It then examines how managerial actions can be impacted and shaped by the environment, especially in the areas of globalization, ethics, sustainability, and social responsibility. The subject will further enhance students’ critical awareness of management, financial and general business theories, especially in rural and regional Australia and the development of ‘small businesses’ and/or not‐for‐profit (NGO’s) entities. It will also reinforce the relevance of management theory to enhancing and informing modern for‐profit and not‐for‐profit management ‘best’ practices. SUBJECT INTENDED LEARNING OUTCOMES (SILOS) Upon successful completion of this subject, you should be able to : 1 Identify a business venture by analysing the environment and presenting alternative futures, and establish good social and financial outcomes.
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2 Critically analyse a business plan by investigating opportunities to extend a business and adapt to achieve social and financial outcomes. 3 Present a convincing and novel identification of business problems from a company perspective and to evaluate future entrepreneurial ideas. 4 Engage with group members to offer diverse perspectives about a business and to reflect on the social, environmental and current issues facing a business. 5 Formulate a business plan including values, norms and behaviours of an innovative or entrepreneurial idea. 6 Design and deliver a group presentation about an entrepreneurial business venture. 7 Critically analyse a business venture by applying and monitoring the creative and innovative ideas that can be applied given the complex and dynamic global business environment. 8 Participate in a team to analyse and present a case study about an entrepreneurial business. 9 Develop and write a business plan using both professional and academic references.
LATROBE ESSENTIALS The following Essentials are evaluated in this subject: Essentials Assessment Task 1 Global Citizenship NA 2 Innovation and Entrepreneurship Assessment Tasks 1, 2, 3 3 Sustainability Thinking NA
GRADUATE CAPABILITIES The following Graduate Capabilities (GCs) are evaluated in this subject: GC GC Point a Writing Extension/Expansion b Speaking Extension/Expansion c Cultural Literacy Extension/Expansion d Creative Problem‐solving Extension/Expansion e Teamwork including leadership and working in groups Extension/Expansion f Autonomy and independence Extension/Expansion g Ethical behaviour Extension/Expansion h Adaptability Skills Extension/Expansion i Study and Learning Skills Extension/Expansion
LEARNING ACTIVITY SUMMARY Learning Activity: Schedule Pre‐workshop activities: Before attending the weekly 2‐hour workshops, students are required to complete all pre‐workshop readings and activities available on LMS. Weeks 10‐‐22 Weekly 2‐hour face‐to‐face workshops Weeks 10‐‐22 Further information is available at https://sydney‐campus.com/
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ASSESSMENT AND FEEDBACK SUMMARY Assessment Tasks: Due Date SILOs GCs % Comments Assessment 1 (Group): Group presentation on an entrepreneurial business idea (15 minutes, maximum 4 members per group; all group members must present, no exceptions; group allocation decided in Week 1‐ please email your group member names to your workshop facilitator) Starts Week 5 to Week 9 – during normal workshop sessions – see workshop leader for timing of presentations 3, 4, 6, 8 b, c, d, e 30% Presentations to be made in class. Presentation slides to be submitted into LMS/Turnitin. Printed copy of power point slides must also be submitted to tutor BEFORE your presentation. All group members must be present and all members are supposed to receive the same grade. Assessment 2 (Individual): 1,500‐word paper on analysing an Australian entrepreneur and his/her business venture Friday 14th April, by 11.59 pm (Week 7) 1, 7 h, i 30% Hand‐in on LMS by turnitin Assessment 3 (Individual): 2,500‐word business model and plan Sunday 21st May, by 11.59 pm (Week 11) 2, 5, 9 a, f, g 40% Hand‐in on LMS by Turnitin
LEARNING RESOURCES Reading Type Title Author and Year Publisher Prescribed textbook Entrepreneurship and Small business (4th Asia‐Pacific edition, available in both print and ebook format). Schaper, Volery, Weber and Gibson (2014) John Wiley & Sons Australia Supplementary Small Business Management: Entrepreneurship and Beyond (6th Ed) Hatten (2016) Cengage Learning Australia Supplementary New Venture Creation: Entrepreneurship for the 21st Century (Pacific‐Rim Ed) Timmons, Murray‐Gillin, Burshtein and Spinelli (2010) McGraw‐Hill Australia Supplementary Entrepreneurship: Successfully Launching New Ventures (Global Edition 5e) Barringer, Ireland (2016) Pearson Supplementary The Entrepreneurship Journey: the road to starting your own venture O’Malia, Thomas Brandywine Publishing, California, USA Reference Journal: Entrepreneurship: Theory and Practice United States Association of Small Business and Entrepreneurship (USASBE) Wiley Blackwell Reference Journal of Small Business Management International Council of Small Business (ICSB)
STUDENT FEEDBACK ON SUBJECT SURVEY The Student Feedback on Subjects (SFS) Survey is part of the quality assurance process that occurs across the university. In this survey you are invited to tell us about your learning experiences in this subject. We want you to tell us of your experience in this subject. Your views will be taken seriously and will assist us to enhance this subject for the next group of students. Your feedback will also contribute to the text for ‘Summary of Previous Student Feedback’ below so please take the time to tell us your views. The surveys are anonymous and will be distributed prior to the end of the teaching period. For information on Student Feedback on Subjects refer to: http://www.latrobe.edu.au/students/leadership‐volunteering/speak‐up/subjects‐teaching
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SUMMARY OF SFS FEEDBACK FROM LAST YEAR
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Policies, Procedures and Guidelines The University has a comprehensive policy framework to which both staff and students must adhere. You should familiarise yourself with those policies, procedures and guidelines likely to affect you especially the following: Academic Integrity Academic Progress Assessment and Feedback Extension to Submission Dates Late Submission of Assessment Tasks Occupational, Health and Safety [OHS] Privacy Special Consideration Student Charter Use of Electronic Mail The relevant policies, procedures and guidelines can be found on the website at: http://www.latrobe.edu.au/policy/ Academic Integrity Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship. La Trobe University views this seriously as evidenced by the following extract: Academic honesty is a fundamental principle in teaching, learning, research and scholarship. The University requires its academic staff and students to observe the highest ethical standards in all aspects of academic work and it demonstrates its commitment to these values by awarding due credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of cheating. Academic Integrity Procedures (2012, p. 1 of 6) Academic misconduct includes improper referencing, plagiarism, copying and cheating. You should familiarise yourself with your responsibilities in relation to Academic Integrity and if you have any questions, direct them to your Course Coordinator. Information can be found on the website at: http://www.latrobe.edu.au/students/learning/academic‐integrity. All hard copy assignments should be accompanied by the Academic Integrity Assignment Declaration Form available at: http://www.latrobe.edu.au/policy/documents/Assignment‐Declaration‐Form.pdf For assistance with referencing visit http://www.latrobe.edu.au/students/learning/academic‐integrity/referencing‐help Special Consideration Special Consideration is the term used to describe a process that applies an equity measure to ensure that where any temporary adverse circumstances beyond the control of a student, that impact negatively on that student’s ability to demonstrate their learning achievement for an assessment task, is taken into account. Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it. Certain criteria must be satisfied in order to receive Special Consideration. Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/ Submission of special consideration applications for assignments, mid‐semester tests and final examinations should be made online at: http://www.latrobe.edu.au/special‐consideration Extensions, Late Submissions and Penalties There are policies and procedures to guarantee fair, consistent and transparent treatment of late submission of assessment tasks provide equity around extensions to submission dates and penalties associated with not submitting assessment by the due date and time. The University requires fair, consistent and transparent treatment of late submission of assessment tasks. The procedure for late submission is documented in the Late Submission of Assessment Tasks document (Ref. no. 112027D). It states:
The standard penalty for late submission of assessment tasks is 5% of the marks for that task for each delay in submission of a day or partial day up to a maximum of five (5) working days after the due date. Assessment tasks will not be accepted after the earlier of the following occurrences: The fifth (5th) working day after the due date; or Feedback on the assessment task has been returned to any student by the Teaching Team member. These penalties apply only to individual assessment tasks worth 15% or more of the total assessment for the subject. Late submission of take home examinations is not permitted.
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Submission of special consideration applications for assignments, mid‐semester tests and final examinations should be made online at: http://www.latrobe.edu.au/?a=668155. Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/ Rules ‐ College/School/Discipline‐specific information Student Complaint La Trobe University is committed to an effective complaints handling mechanism for students in line with its policy of creating a harmonious and productive study environment. Feedback stemming from student complaints is a valuable source of information that helps the University improve the quality of its service. You should lodge a complaint if:
you are unhappy about something specific in your academic life (eg not enough seating in a lecture, staff not available during office hours, cancelled lectures...) you don't think 'the rules' (university policy or procedure) are being followed a university staff member has been rude or their behaviour to you was inappropriate you have a dispute about a process used during an appeal you have reported something to I&O, security or academic staff and you have not received a response after a reasonable amount of time you are a victim of bullying or harassment
For more information on student complaint process and to lodge a formal complaint email Student Services: studentservices‐[email protected] Student Learning Unit (SL) The Student Learning Unit (SL) works closely with teaching staff in the Schools and on the Melbourne and regional campuses to ensure that all La Trobe students – including those from non‐English‐speaking backgrounds – develop high‐level academic speaking, writing, reading, and numeracy skills required for successful learning in their courses. For further information, please see the website at: http://www.latrobe.edu.au/students/learning/ Learning Management System (LMS) The Learning Management System (LMS) is an Internet based system which allows you access to learning materials and to interact with other students and teaching staff in activities related to your studies from any location with Internet access. Most subjects have a LMS site into which you are automatically added as part of your enrolment into the subject. The LMS can be accessed at: https://www.latrobe.edu.au/lms/login/ by using your Username and Password provided to you on your Statement of Account. If you are having trouble accessing the LMS or want to find out more about LMS, please see the website at: http://www.latrobe.edu.au/students/it/teaching/lms Library Your Library offers many ways to support your study. Play Library Quest lib.latrobe.edu.au/libraryquest to discover more about how we can help, or visit our website and explore these essential resources:
Achieve@ Uni [latrobe.edu.au/students/support/achieve] – learn important skills needed at university, includes finding and using information in your assessment tasks, referencing, reading, writing and presenting, academic language, and maths skills; Assignment Calculator [latrobe.edu.au/library/assignment‐thesis‐support/assignment‐calculator] – plan your assignment schedule and submit on time; Referencing [latrobe.libguides.com/referencing] ‐ understand why and how we reference, includes the four major styles; Expert Help [latrobe.libguides.com] – provides expert discipline and specialist help; get help here with assessment tasks; Live chat to library staff [lib.latrobe.edu.au/chat] – live chat for help; during semester hours only; Student Support Services If you have special needs due to disability or other factors the Equality and Diversity Centre can provide advice and support. This Centre can be contacted by telephone on (03) 9479 2900 (Melbourne); (03) 5444 7410 (Bendigo); (02) 6024 9628 (Albury‐Wodonga); National Relay Service Deaf and Hearing Impaired: T: 133677 (within Australia only). Email: [email protected] or refer to the website at: http://www.latrobe.edu.au/equality/.
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Additional Support La Trobe University Sydney Campus has an onsite psychologist available to assist with any issue which is affecting your study Psychologist: Jane Rouse Email: [email protected] For help with essay and report writing, referencing, oral presentation skills, study skills Academic Skills Advisor: Julian Ledger Email: [email protected] Study Period 1, 2017 Dates
Week 1 Week beginning 27th Feb 2017
Week 2 Week beginning 6th March 2017
Week 3 Week beginning 13th March 2017
Week 4 Week beginning 20th March 2017
Week 5 Week beginning 27th March 2017
Week 6 Week beginning 3rd April 2017
Week 7 Week beginning 10th April 2017
Easter Break 14th April 2017 – 23rd April 2017
Week 8 Week beginning 24th April 2017
Week 9 Week beginning 1st May 2017
Week 10 Week beginning 8th May 2017
Week 11 Week beginning 15th May 2017
Week 12 Week beginning 22nd May 2017
Exams 5 – 17 Jun 2017
Results Released 3rd July 2017 (TBC)
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Schedule of Learning Activities Session Plan Week Date Topic Activity Assessment % Resources SILOs GCs 1 w/b 27th Feb Creating an Entrepreneurial Mindset and Introduction to Subject Pre‐class readings and preparations Workshop activities Chapter 1 (prescribed textbook) Other readings posted on LMS 2 w/b 6th Mar Opportunity and Innovative ideas Pre‐class readings and preparations Workshop activities Chapter 2 (prescribed textbook) Other readings posted on LMS 3 w/b 13th Mar Commercialisation and Entrepreneurial Opportunities Pre‐class readings and preparations Workshop activities Group presentations (Assessment 1) 30% Chapter 3 (prescribed textbook) Other readings posted on LMS 3, 4, 6, 8 b, c, d, e 4 w/b 20th Mar Social Entrepreneurship Pre‐class readings and preparations Workshop activities Group presentations (Assessment 1) Part of Chapter 5 (prescribed textbook) Other readings posted on LMS 5 w/b 27th Mar Design Thinking and Lean Startup Pre‐class readings and preparations Workshop activities Group presentations (Assessment 1) Readings and other materials posted on LMS 6 w/b 3rd Apr Business Model Canvas Pre‐class readings and preparations Workshop activities Readings and other materials posted on LMS 7 w/b 10th Apr Business Plan Pre‐class readings and preparations Workshop activities Assessment 2 due this week 30% Chapter 8 (prescribed textbook) Other readings posted on LMS 1, 7 h, i 8 w/b 24th Apr Entrepreneurial Marketing Pre‐class readings and preparations Workshop activities Chapter 12 (prescribed textbook) 9 w/b 1st May Entrepreneurial Finance Pre‐class readings and preparations Workshop activities Chapter 10 (prescribed textbook) 10 w/b 8th May Entrepreneurial Capital (Startup Concerns and Financial Preparation) Pre‐class readings and preparations Workshop activities Readings posted on LMS Chapter 15 (prescribed textbook) 11 w/b 15th May Entrepreneurship in Organisations Pre‐class readings and preparations Workshop activities Assessment 3 due this week 40% Chapter 18 (prescribed textbook) 2, 5, 9 a, f, g
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Week Date Topic Activity Assessment % Resources SILOs GCs 12 w/b 22nd May Sustainable Entrepreneurship Pre‐class readings and preparations Workshop activities Readings and other materials posted on LMS Part of Chapter 5 (prescribed textbook)
Learning Activity Details Times and rooms are subject to change. To view the full time and location details for learning activities in this subject, please ensure you seek further information available at httpS://sydney‐campus.com You should also regularly check [at least once per week] the subject’s LMS site (where applicable) for updated information. Learning Activity ‐ College/School/Discipline‐specific Information
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Assessment and Feedback Details Assessment Task 1 Due Date % SILOs Assessed Group presentation Starts Week 5 to Week 9 – during normal workshop sessions – see workshop leader for timing of presentations 30% 3, 4, 6, 8 Submission Details Submit your group’s presentation slides into LMS one day prior to the date of presentation. Email your group’s presentation slides to your tutor, and bring a printed copy of the slides to hand in to your tutor at the start of your presentation. Grading Criteria and Feedback Please see LMS and detailed Grading Criteria below Description of Task Describe an Australia‐based entrepreneurial venture that your group could enter into.
Describe the business idea. Have you taken into consideration the impact of cultural context in developing the business idea? Discuss the market opportunities for this entrepreneurial based venture. Discuss the entrepreneurial characteristics/mindset/traits of the founding team members. How can the entrepreneurial venture be launched (key considerations in terms of resources, marketing and finance)? What sustainable values (e.g. social, health, economic, environmental etc) can the entrepreneurial venture contribute to the market and/or local communities/society?
Assessment Task 2 Due Date % SILOs Assessed 1,500‐word paper on analysing an Australian entrepreneur and his/her business venture The emphasis is on analysis of the entrepreneur his/her self. Friday 14th April, by 11.59 pm (Week 7) 30% 1, 7 Submission Details LMS via Turnitin Grading Criteria and Feedback Please see LMS and detailed Grading Criteria below Description of Task Individual, report format.
Analyse an Australian entrepreneur of your own choice; i.e. your chosen entrepreneur will be operating in Australia but need not ne Australian‐born.
Discuss the background of the entrepreneur (i.e. history, development, family and socio‐cultural background) to see what developed his/her entrepreneurial passion and contribute to this person’s success. Discuss the characteristics of the entrepreneur. Discuss the processes of opportunity recognition and idea development. Discuss the type of business developed and the competitive advantage(s) of the business compared to that in the market. Discuss future suggestions for the entrepreneur including different types of businesses or avenues (e.g. selling their business) he/she may take.
Make your report reflect your learning from our course but additional relevant research material that you find.
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Assessment Task 3 Due Date % SILOs Assessed Individual business model and plan Friday 19th May, by 11.59 pm (Week 11) 40% 2, 5, 9 Submission Details LMS via Turnitin Grading Criteria and Feedback Please see LMS and detailed Grading Criteria below Description of Task Prepare a business plan for a new organisation or an existing organisation of your choice.
Make sure that you have also reviewed the additional resource on the LMS about the parts/suggested structure of a good business plan.
Headings:
Title page
Executive Summary (not included in word count)
Table of Contents
Introduction
Section headings
Business Model Canvas o Customer Segments o Value Proposition o Customer Relationships o Channels o Minimum Viable Product (MVP) o Key Activities o Key Resources o Key Partners o Revenue Structure o Cost Structure Feasibility analysis o Market feasibility o Technical feasibility o Human feasibility o Financial feasibility
References
Appendix
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Detailed Grading Criteria Assessment Task 1 See Appendix 1
Assessment Task 2 See Appendix 2
Assessment Task 3 See Appendix 3 Assessment and Feedback ‐ College/School/Discipline‐specific information
Appendix 1 - Grading criteria - Assessment 1 (Group Presentation) – Entrepreneurial business venture (30%) Criteria GCs. SILOs Excellent (A 80‐100%) Very Good (B 70‐79%) Good (C 60‐69%) Pass (D 50‐59%) Fail (N 0‐49%) Mark(s) Analysis and Recommendations (Critical Thinking) Critical Thinking Inquiry/ Research Strategically and critically analyses and evaluates the market opportunities, and key considerations in terms of resources, marketing, and finance of the entrepreneurial venture, and the entrepreneurial mindset and characteristics of the founding team. Strategically and critically analyses and evaluates the market opportunities, and key considerations in terms of resources, marketing, and finance of the entrepreneurial venture, and the entrepreneurial mindset and characteristics of the founding team. Analysis and evaluation may have a few minor gaps. Analysis and evaluation demonstrate strategic and critical thinking, but include several gaps. Analysis and evaluation have a number of significant gaps, and/or need further clarification. Analysis and evaluation are very superficial and lacking in depths. /10
Problemsolving
Creative problemsolving
03
Excellent understanding of the constructed and real life problems, addressed by identifying and describing viable entrepreneurial idea(s) using conceptual, analytical and problem‐solving strategies.
Good understanding of the constructed and real life problems, addressed by identifying and describing viable entrepreneurial idea(s) using conceptual, analytical and problem‐solving strategies.
Basic but adequate understanding of the constructed and real life problems. Some gaps in identifying and describing viable entrepreneurial idea(s) using conceptual, analytical and problem‐solving strategies.
Some understanding of the constructed and real life problems. Major gaps in identifying and describing viable entrepreneurial idea(s) using conceptual, analytical and problem‐solving strategies.
Lack of understanding of the constructed and real life problems. Viable entrepreneurial idea(s) are not well identified and/or described.
/5
Cultural understanding
Cultural literacy
04 Demonstrates an outstanding understanding of cultural diversity and impact of the cultural context, especially in developing the business idea and responding to market conditions and the needs and wants of the customers and stakeholders.
Demonstrates good awareness of cultural diversity and understands the impact of the cultural context. Some minor gaps in responding to the cultural context and the needs and wants of customers and stakeholders.
Demonstrates good awareness of cultural diversity and impact of the cultural context. Several gaps in responding to the cultural context and the needs and wants of customers and stakeholders.
Awareness of cultural diversity is taken into consideration when developing the business idea. Attempts are made to adjust to cultural context, and the needs and wants of the customers and stakeholders.
Lack of awareness of cultural diversity, especially in relation to developing the business idea and responding to market conditions and the needs and wants of the customers and stakeholders.
/5
Speaking Speaking 06 Effective, well‐delivered, balanced and well‐paced presentation; Excellent use of communication tools to engage the audience.
Well‐delivered and balanced presentation. Good use of communication tools to engage the audience. Kept within the time limit allocated to presentation.
Good presentation, with some pauses and over‐ reliance on notes. Minor lapses in structure. Presentation ran slightly over or under allocated time.
Presentation sometimes lacked in clarity and a logical progression of ideas. A hesitant presentation with many pauses and stumbles; and/or presenters had to either pad out the time or cut sections to keep to time.
While some ideas were identified, failed to present them in a logical manner. Failed to engage with the audience or present a clear argument. Failed to keep to the time allocated and present the appropriate information.
/5
Teamwork Teamwork including leadership & working in groups
08 Holistic reflection of divergent perspectives and insights into the task, representative of various informed positions on the topic.
Well integrated contribution by all of the team, which reflects, accounts for and synthesises different perspectives into a focussed presentation.
Work reflects a co‐ordinated contribution by all of the team, and constructs a sustained focus in its response to the task.
Work reflects a disparate contribution by the team, but maintains relevant focus in its response to the task.
Work reflects little or no coordination of the contribution by various team members, and/or has no central objective or focus.
/5 COMMENTS /30
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Appendix 2 - Grading criteria - Assessment 2 (Individual Report) – Australian entrepreneur analysis (30%) Criteria GCs. SILOs Excellent (A 80‐100%) Very Good (B 70‐79%) Good (C 60‐69%) Pass (D 50‐59%) Fail (N 0‐49%) Mark(s) Discipline knowledge Disciplinary knowledge is clearly presented. Uses disciplinary language authoritatively; shows critical understanding of the relevant theories, issue presented; demonstrates depth and accuracy of understanding. Disciplinary knowledge is clearly presented. Uses disciplinary language competently, shows a proficient awareness of the relevant theories, issues, and demonstrates accuracy of understanding. Disciplinary knowledge is presented. Uses disciplinary language approaching competency, shows an awareness of the issue presented and demonstrates limited content understanding. Disciplinary knowledge lacks clarity. Uses disciplinary language tentatively, shows an awareness of the issue presented and some evidence of gaining new understanding. Disciplinary knowledge is unclear. Does not use the language of the discipline in a sustained fashion, and demonstrates no evidence of gaining new understanding. /5 Analysis and Recommendations (Critical Thinking) Critical Thinking Inquiry/ Research Strategically and critically analyses and evaluates the background of and key businesses developed by the entrepreneur, the competitive advantages of the businesses, and making justifiable, evidence‐based recommendations. Strategically and critically analyses and evaluates the background of and key businesses developed by the entrepreneur, the competitive advantages of the businesses, with some minor gaps. Recommendations are justifiable and evidence‐based. Overall, analysis and evaluation show critical thinking but include several gaps. Recommendations are evidence‐based but may not be fully justifiable. Analysis and evaluation have a number of significant gaps, and/or need further clarification. Recommendations may not be evidence‐based or fully justifiable. Analysis and evaluation are very superficial and lacking in depth. Recommendations are not evidence‐based and/or justifiable. /13 Referencing Writing Employs an accurate academic referencing convention citing multiple sources. Employs an accurate academic referencing convention citing multiple sources, with some minor errors. Employs a basic academic referencing convention appropriate to the discipline, with an adequate number of sources, but with several errors. Employs a basic academic referencing convention appropriate to the discipline with limited sources and a large number of errors Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing with inadequate sources. /2 Adaptability skills Adaptability skills 01 Demonstrates strong awareness and evaluation of the entrepreneur’s ability to operate effectively in a diverse, complex, and globally oriented society. Demonstrates awareness and evaluation of the entrepreneur’s ability to operate effectively in a diverse, complex, and globally oriented society, with some minor gaps Demonstrates awareness and evaluation of the entrepreneur’s ability to operate effectively in a diverse, complex, and globally oriented society, but has a number of gaps. Attempts to demonstrate awareness but fails to adequately conceptualise the entrepreneur’s ability to operate effectively in a diverse, complex, and globally oriented society. Shows lack of awareness in terms of the entrepreneur’s ability to operate effectively in a diverse, complex, and globally oriented society. /5 Study and learning skills Study and learning skills 07 Exhibits an outstanding ability to learn and evaluate an Australian entrepreneur and accomplish the task by applying a wide range of relevant strategies and learning skills. Exhibits an good ability to learn and evaluate an Australian entrepreneur and accomplish the task by applying a range of relevant strategies and learning skills. Exhibits an adequate ability to learn and evaluate an Australian entrepreneur. Demonstrates a number of strategies and learning skills with some gaps in the application. Exhibits some ability to learn and evaluate an Australian entrepreneur. Demonstrates a basic use of strategies and learning skills. Failure to accomplish the task. Lack of ability to evaluate an Australian entrepreneur and demonstrate relevant strategies and learning skills. /5 COMMENTS /30
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Appendix 3 - Grading criteria - Assessment 3 (Individual Business Model and Plan) (40%) Criteria GCs. SILOs Excellent (A 80‐100%) Very Good (B 70‐79%) Good (C 60‐69%) Pass (D 50‐59%) Fail (N 0‐49%) Mark(s) Discipline knowledge Disciplinary knowledge is clearly presented. Uses disciplinary language authoritatively; shows critical understanding of the relevant theories, issue presented, demonstrates depth and accuracy of understanding. Disciplinary knowledge is clearly presented. Uses disciplinary language competently, shows a proficient awareness of the relevant theories, issues, and demonstrates accuracy of understanding. Disciplinary knowledge is presented. Uses disciplinary language approaching competency, shows an awareness of the issue presented and demonstrates limited content understanding. Disciplinary knowledge lacks clarity. Uses disciplinary language tentatively, shows an awareness of the issue presented and some evidence of gaining new understanding. Disciplinary knowledge is unclear. Does not use the language of the discipline in a sustained fashion, and demonstrates no evidence of gaining new understanding.
/5
Analysis and Recommendations (Critical Thinking)
Critical Thinking Inquiry/ Research
02 Strategically and critically analyses and evaluates components of the business model canvas, and the feasibility of the business in terms of market, technology, human and financial resources, and making justifiable, evidence‐based recommendations.
Strategically and critically analyses and evaluates components of the business model canvas, and the feasibility of the business in terms of market, technology, human and financial resources, with some minor omissions. Recommendations are evidencebased and justifiable.
Overall, analysis and evaluation show critical thinking but include several gaps. Recommendations are evidence‐based but may not be fully justifiable.
Analysis and evaluation have a number of significant gaps, and/or need further clarification. Recommendations may not be evidence‐based or fully justifiable.
Analysis and evaluation are very superficial and lacking in depths. Recommendations are not evidence‐based and/or justifiable.
/20
Independent thought
Autonomy and independence
02 Demonstrates an outstanding original approach and excellent level of independent thinking. Effectively manages time and resources to complete all parts of the task.
Shows good level of independent thinking with an original approach. Completes all required tasks with good use of time and resources.
Shows originality and acceptable level of independent thinking. Some minor parts are incomplete.
Some originality and acceptable level of independent thinking. A number of parts are incomplete and missing evidence of independent thought.
Lack of originality and poor demonstration of independent thinking. Failure to fully complete the task due to ineffective management of time and resources.
/5
Ethical awareness
Ethical behaviour
05 Integrates a cultural dimension to the development, assessment and evaluation of entrepreneurial business, by situating organisations, institutions and relationships in the values, norms and assumptions of diverse cultural contexts, and attempting resolution.
Critically engages with the cultural values, norms and assumptions informing the construction of different cultural contexts in international business environments, and analyses and evaluates their impact on management practice.
Identifies the cultural contingencies that affect the company and the host environment, and cites relevant examples of cultural divergence and accommodation in the analysis of their effects on management practice.
Recognises the divergent cultural contexts between the company’s (organisation’s) operations and the host environment, but is unable to present a coherent and sustained analysis of their impact on management practice.
Acknowledges that cultural difference is a factor in international business management practice, but attempts little or no elaboration as to its effects.
/5
Writing and Referencing
Writing 09 Plan is well structured, with fluent and cohesive presentation of ideas. Sophisticated academic language throughout, with excellent use of supporting evidence. Persuasively addresses the task, and employs a relevant approach. Employs an accurate academic referencing convention citing multiple sources.
Plan is logically structured, with some minor inconsistencies in cohesion and presentation of ideas, and /or grammar and spelling. Sustained use of supporting evidence with a clearly focus on the task. Employs an accurate academic referencing convention citing multiple sources, with some minor errors.
Plan is somewhat logically structured using appropriate academic language, with appropriate use of evidence in addressing the task. Employs a basic academic referencing convention appropriate to the discipline. Includes an adequate number of sources. Several errors in referencing, grammar and/or punctuation.
Attempts logical structure, sighting some evidence, without constructing a clear response to the task. Limited use of appropriate academic language, with a number of grammatical errors. Employs a basic academic referencing convention appropriate to the discipline with limited sources and/or a number of significant errors
The work does not employ a structured approach to the task. The writing is unclear and poorly constructed. Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing with inadequate sources.
/5 COMMENTS /40