General Information
The first of an innovative, two-subject sequence, Business Model Generation leads students through a systematic process to invent, design and implement new business models. It is an adaptive, iterative and collaborative approach that can be used to create value for customers, organisations and society. Despite the emphasis on business models, the process is equally useful in a variety of contexts from non-profit ventures to organisational change. A primary focus of this subject is on applying the tools and techniques needed to design, test and validate a business model to meet an identified real need, opportunity or problem. Within this context, students have the opportunity to develop their creativity, communication, collaboration and related skills while fostering a comprehensive business perspective integrating a broad range of disciplinary knowledge from previous studies in marketing, accounting, management, finance, information technology and other areas. At the end of this subject, you will be part of a team primed to take a specific business through its life cycle of launching through to shutting down in the next subject, Business Model Execution.
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Details
Academic unit: Bond Business School Subject code: BUSN13-331 Subject title: Business Model Generation Subject level: Undergraduate Semester/Year: September 2021 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 24) - Seminar 1
- Seminar: x12 (Total hours: 24) - Seminar 2
- Seminar: x12 (Total hours: 12) - Seminar 3
- Personal Study Hours: x12 (Total hours: 60) - Recommended study time & reviewing materials
Attendance and learning activities: Due to the experiential nature of the subject, attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. -
Resources
Prescribed resources: Books
- Alexander Osterwalder,Yves Pigneur (2010). Business Model Generation. n/a, John Wiley & Sons 288
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | BUSN13-331 |
| Subject title: | Business Model Generation |
| Subject level: | Undergraduate |
| Semester/Year: | September 2021 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Due to the experiential nature of the subject, attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Define what a business model is, describing its key elements and how they interrelate.
- Apply the tools and techniques of business model generation (e.g., customer empathy map, ideation techniques, visual thinking tools, prototyping, storytelling) to discover customer needs and develop validated products and services to meet those needs.
- Evaluate the strengths and weaknesses of a given business model and consider its economic, social and environmental implications.
- Demonstrate interpersonal skills and teamwork in the design and validation of a business model.
- Deliver a persuasive presentation of your validated business model using appropriate visual aids.
- Create various written documents using appropriate style, tone and format for a given audience.
- Demonstrate the ability to reflect on, evaluate and extract insights and new learning from your experiences.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project Report§ Work in groups to create a validated business model. 40% Week 11 1,2,3,4,5,6 Project§ Group presentation of your validated business model. 10% Week 11 1,2,3,4,5 Essay Drawing on your learning log and other relevant materials, write a reflective essay summarising what you have learned from participating in this subject. 20% Week 13 6,7 *Class Participation Preparation for and active participation in all class activities. 20% Ongoing 1,2,3,4,5 Learning Log Students are expected to maintain a journal of their thoughts and observations related to the subject. 10% Ongoing 7 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project Report§ | Work in groups to create a validated business model. | 40% | Week 11 | 1,2,3,4,5,6 |
| Project§ | Group presentation of your validated business model. | 10% | Week 11 | 1,2,3,4,5 |
| Essay | Drawing on your learning log and other relevant materials, write a reflective essay summarising what you have learned from participating in this subject. | 20% | Week 13 | 6,7 |
| *Class Participation | Preparation for and active participation in all class activities. | 20% | Ongoing | 1,2,3,4,5 |
| Learning Log | Students are expected to maintain a journal of their thoughts and observations related to the subject. | 10% | Ongoing | 7 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
A peer-evaluation system will be used in this subject to help determine the individual marks for all group assessments. As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
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Introduction & Overview
Provides an introduction and overview of this subject and its relationship to Business Model Execution. The business model design process is also introduced.
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Understand
Explores the tools and techniques needed to identify, investigate and understand a particular problem, customer need or market opportunity. Customer empathy maps, ideation tools, visual thinking techniques and other tools are introduced to support this stage of the process.
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Design
Examines approaches to transforming the information and ideas from the previous phase into business model prototypes that can be iteratively explored and tested with customers or end users, as appropriate to select a viable, validated model. The value of failing quickly and learning from failure as a method of continuous improvement is emphasised.
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Evaluate
Validated business models are further evaluated to consider the strengths, weaknesses, opportunities and threats to the proposed model to identify risks and develop appropriate mitigation plans.
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Preparing to Implement
Begins the process of translating a complete and validated business model into an actionable implementation design. This topic prepares student teams for the work of defining project plans and timelines, specifying milestones, developing organisational structures and detailed budgets to support the launch and management of their new business model in the next subject, Business Model Execution.