General Information
This subject equips students with the foundational knowledge and strategic resourcing skills required to effectively build entrepreneurial ventures and manage personal finances. Blending financial literacy with an understanding of non-financial capital, students will explore how human, social, organisational, physical, and regulatory resources can be mobilised alongside traditional funding. The curriculum covers budgeting, investing, and capital planning, while also examining networks, leadership, culture, and legal frameworks as drivers of sustainable growth. Designed to provide practical tools for both individuals and founders, the subject combines simulations, case studies, and project-based learning. Students will gain the confidence and competence to leverage diverse resources to initiate, manage, and scale transformative ventures.
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Details
Academic unit: Transformation CoLab Subject code: COLB11-104 Subject title: Resourcing Transformation Subject level: Undergraduate Semester/Year: May 2026 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Personal Study Hours: x12 (Total hours: 84) - Recommended study hours.
- Forum: x12 (Total hours: 24) - Weekly forum
- Tutorial: x12 (Total hours: 12) - Weekly tutorial
Attendance and learning activities: Students are encouraged to attend all subject sessions in order to contribute to the collective experiences that promote engaged, active and authentic learning. -
Resources
Prescribed resources: Books
- E. Thomas Garman,Raymond E. Forgue,Mariya Yesseleva-Pionka,James Murray (2022). Financial Planning and Personal Finance. n/a, Cengage AU 60
- Donald F. Kuratko Entrepreneurship. 12th, Cengage
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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
Class recordings: The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy.
Students are encouraged to attend all sessions as these recordings will not be available for revision purposes.
For further information please contact the subject coordinator.
| Academic unit: | Transformation CoLab |
|---|---|
| Subject code: | COLB11-104 |
| Subject title: | Resourcing Transformation |
| Subject level: | Undergraduate |
| Semester/Year: | May 2026 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | Students are encouraged to attend all subject sessions in order to contribute to the collective experiences that promote engaged, active and authentic learning. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 |
| Class recordings: | The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy. Students are encouraged to attend all sessions as these recordings will not be available for revision purposes. For further information please contact the subject coordinator. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| 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:
- Demonstrate foundational knowledge of the Australian and global resourcing environments, including financial and non-financial capital, to make informed decisions.
- Demonstrate and apply knowledge of entry-level investment strategies, using practical tools and platforms.
- Explain and compare key entrepreneurial resourcing strategies, including financial approaches (equity, crowdfunding, investor engagement) and non-financial resources (human, social, organisational, and physical capital).
- Integrate knowledge to design a comprehensive personal or business-oriented financial plan using appropriate theories, tools, and assumptions.
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 Paper-based Examination (Closed) This in-class, closed-book quiz assesses students’ understanding of the foundational concepts covered in Weeks 1–3, including financial literacy basics and introductory investing. The quiz is designed to evaluate students’ ability to grasp key terms, apply basic financial principles, and demonstrate critical thinking in financial decision-making. 20.00% Week 4 1, 2 Journal This assessment combines weekly journal entries with a final presentation to evaluate students' ability to apply financial literacy principles and investment theories in practical scenarios. The task begins in Week 5 and concludes at the end of Week 8, allowing students to track their decision-making process and reflect on their investment outcomes. 40.00% Week 5 1, 2, 3 Project Report For this assessment, students will develop a comprehensive 3-year financial plan, with the option to focus on either a personal or business scenario. The assessment simulates real-life financial decision-making and challenges students to apply theoretical knowledge gained throughout the course. 40.00% Week 12 1, 2, 3, 4 - * 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 |
|---|---|---|---|---|
| Paper-based Examination (Closed) | This in-class, closed-book quiz assesses students’ understanding of the foundational concepts covered in Weeks 1–3, including financial literacy basics and introductory investing. The quiz is designed to evaluate students’ ability to grasp key terms, apply basic financial principles, and demonstrate critical thinking in financial decision-making. | 20.00% | Week 4 | 1, 2 |
| Journal | This assessment combines weekly journal entries with a final presentation to evaluate students' ability to apply financial literacy principles and investment theories in practical scenarios. The task begins in Week 5 and concludes at the end of Week 8, allowing students to track their decision-making process and reflect on their investment outcomes. | 40.00% | Week 5 | 1, 2, 3 |
| Project Report | For this assessment, students will develop a comprehensive 3-year financial plan, with the option to focus on either a personal or business scenario. The assessment simulates real-life financial decision-making and challenges students to apply theoretical knowledge gained throughout the course. | 40.00% | Week 12 | 1, 2, 3, 4 |
- * 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
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Students are expected to attempt all items of assessment in this subject. Students may be asked to respond to questions from the subject coordinator regarding the content of their assessments. Students are expected to keep evidence of drafting and research. For the purposes of quality assurance, Bond University has commenced 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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Week 1: Introduction to Resourcing Transformation: Funding Your Future
The course begins with an exploration of financial literacy and its importance in everyday life. Students learn about key concepts of financial health, common pitfalls to avoid, and the significance of making informed financial decisions. This session sets the stage for the course by outlining its goals and relevance to both individuals and entrepreneurs, highlighting how financial confidence underpins sound personal choices and resilient business foundations.
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Week 2: Resourcing & Investing
This week introduces students to the fundamentals of investing, including risk versus return, diversification, and the power of compound interest. Students explore basic investment options such as shares and ETFs and gain familiarity with investing platforms. In addition to personal investing, the session introduces the concept of resourcing in entrepreneurial contexts, examining how capital can be strategically allocated or raised during the early stages of a business. These foundational investment skills equip individuals to grow personal wealth and prepare entrepreneurs to manage business capital effectively. Whether saving for retirement or securing startup runway, understanding investment principles is a vital financial literacy tool.
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Week 3: Human and Social Capital
This week introduces students to the fundamentals of human and social capital as vital non-financial resources for personal and entrepreneurial success. Students will explore how skills, expertise, and leadership contribute to building capacity, alongside the guidance of advisors and mentors. The session also examines networks, relationships, reputation, and community engagement as key enablers of opportunity. By analysing how human and social capital can be identified, cultivated, and strategically leveraged, students gain insight into their role in creating resilience and growth. These resources often outweigh financial inputs, shaping long-term success for individuals and ventures alike.
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Week 4: Organisational Resources
This week introduces students to the fundamentals of organisational resources that support long-term sustainability and growth. Students will examine how culture and values shape behaviour and decision-making, while effective processes and systems create efficiency and stability. The session also highlights the role of technology infrastructure in enabling communication, operations, and innovation. Through case studies, students will analyse how these internal resources provide resilience and adaptability for both individuals and ventures. By understanding and leveraging organisational resources, students will learn how to create strong foundations that enhance performance and extend opportunities beyond the availability of financial capital.
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Week 5: Resource Planning
This week focuses on understanding the fundamentals of budgeting. Students will learn how to differentiate between fixed and variable expenses, create a personal budget using tools like Excel, and set SMART financial goals. Emphasis is placed on practical exercises to help students track and plan their finances effectively. The session also introduces core ideas of resource-conscious planning and financial discipline that are critical for early-stage ventures. These budgeting strategies support individuals in managing day-to-day expenses and are equally essential for business owners seeking to monitor cash flow and cost controls.
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Week 6: Physical Resources
This week introduces students to the tangible resources that enable ventures to operate and grow. Students will explore the role of facilities, equipment, and technology tools, such as software, hardware, and digital platforms, as critical assets for efficiency and innovation. Case studies highlight how entrepreneurs’ access and leverage physical resources cost-effectively, whether through ownership, leasing, or shared models. The session also considers the importance of physical resources in shaping long-term sustainability and competitiveness. These insights are equally relevant to individuals, who must evaluate housing, real estate, and other personal assets as part of their financial and resource planning.
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Week 7: Regulatory and Legal Knowledge
This week introduces students to the regulatory and legal frameworks that underpin entrepreneurial activity. Students will examine compliance requirements, licensing and permits, and risk management strategies that protect ventures from legal and operational setbacks. Case studies demonstrate how understanding regulations supports business credibility, resilience, and long-term growth. The session also highlights the value of regulatory knowledge in personal finance, where awareness of taxation, deductions, and income planning provides security and stability. By exploring both contexts, students will develop a practical appreciation for how legal and regulatory awareness safeguards resources and creates stronger financial foundations.
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Week 8: Banking, Superannuation, and Journal Wrap-up
Students complete their final investment journal entries and reflect on their simulation outcomes. The session also introduces key features of everyday banking products including transaction and savings accounts, term deposits, and associated fees. Students examine how to choose suitable banking products for their goals. The second part of the session explores superannuation, focusing on its role in long-term wealth accumulation, fund performance, and ethical considerations. A strong understanding of these systems enables individuals to grow retirement savings and helps entrepreneurs manage accounts, payments, and reserve funds with confidence.
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Week 9: Bootstrapping, Lean Startups, and Personal Capital
Students explore strategies to self-fund a venture, bootstrap operations, and minimise costs through lean startup principles. Real-world case studies illustrate how founders launch with limited resources. These approaches are equally valuable for students pursuing business ideas or practising cost-conscious decision-making in personal projects.
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Week 10: Grants, Crowdfunding and External Capital
Students explore sources of external funding including government grants, reward- and equity-based crowdfunding, and investor pitching basics. They analyse feasibility, scale potential, and how these options fit within a broader capital strategy. These skills empower individuals to access funding for creative or impact-driven goals and prepare entrepreneurs to finance their ventures.
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Week 11: Equity, Debt and Forecasting for Founders
Students learn about startup capital structure (debt vs. equity), investor expectations, and term sheets. They begin developing a financial forecast to support their final assessment, using simplified cash flow, breakeven, and profitability models. These tools are transferable to both personal financial planning and entrepreneurial growth strategies.
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Week 12: Course Recap and Final Project Support
The final session provides structured time to review course content and workshop elements of the final assessment. Students receive tailored feedback and guidance, ensuring they are confident in finalising their financial plan or startup proposal.