General Information
Everyday Entrepreneurship refers to a perspective that embraces the diverse forms of entrepreneurship beyond the traditional focus on business startups and rapid growth to include self-sufficient individuals who create their own ventures using resourcefulness and talent to address economic, social and environmental opportunities. Thus, everyday entrepreneurs contribute to their communities in myriad ways. This subject aims to provide students from all academic backgrounds with a broad introduction to entrepreneurship. With a focus on dispelling common myths and misperceptions about entrepreneurs and the entrepreneurial process, students will not only explore the characteristics and mindset of entrepreneurs but also the broad applications of the capabilities from the creation of new business ventures to applications in corporate innovation and continuous improvement to social entrepreneurship and taking on the grand challenges facing our planet.
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Details
Academic unit: Bond Business School Subject code: ENFB11-101 Subject title: Everyday Entrepreneurship Subject level: Undergraduate Semester/Year: September 2025 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
- Personal Study Hours: x12 (Total hours: 72) - Recommended study time & reviewing materials
Attendance and learning activities: Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. +++++ BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.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 primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | ENFB11-101 |
| Subject title: | Everyday Entrepreneurship |
| Subject level: | Undergraduate |
| Semester/Year: | September 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. +++++ BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| 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 primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
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:
- Describe the characteristics, mindset, and approach of everyday entrepreneurs.
- Evaluate commons myths and misperceptions of entrepreneurship using relevant evidence-based concepts and tools.
- Explain the principles and approaches of entrepreneurship that guide the development of a new venture from conceptualization throughout its lifecycle.
- Discuss the impact of entrepreneurship at the individual, organisational, national and societal level.
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 Computer-aided Test (Closed) Students will demonstrate their ongoing understanding of material and preparedness for class activities through periodic computer-based tests in class. 15.00% Week 4 1 Computer-aided Test (Closed) Students will demonstrate their ongoing understanding of material and preparedness for class activities through periodic computer-based tests in class. 15.00% Week 8 2, 3 Computer-aided Test (Closed) Students will demonstrate their ongoing understanding of material and preparedness for class activities through periodic computer-based tests in class. 15.00% Week 12 3, 4 Essay Drawing on your learning log and other relevant materials, write a reflective essay summarising what you have learned from participating in this subject. 25.00% Week 13 1, 2, 3, 4 Student Engagement Students' evaluation will be contingent upon their overall preparation for and engagement in seminars. 20.00% Ongoing 1, 2, 3, 4 Journal Students will maintain a journal of their thoughts and observations related to the subject. 10.00% Ongoing 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 |
|---|---|---|---|---|
| Computer-aided Test (Closed) | Students will demonstrate their ongoing understanding of material and preparedness for class activities through periodic computer-based tests in class. | 15.00% | Week 4 | 1 |
| Computer-aided Test (Closed) | Students will demonstrate their ongoing understanding of material and preparedness for class activities through periodic computer-based tests in class. | 15.00% | Week 8 | 2, 3 |
| Computer-aided Test (Closed) | Students will demonstrate their ongoing understanding of material and preparedness for class activities through periodic computer-based tests in class. | 15.00% | Week 12 | 3, 4 |
| Essay | Drawing on your learning log and other relevant materials, write a reflective essay summarising what you have learned from participating in this subject. | 25.00% | Week 13 | 1, 2, 3, 4 |
| Student Engagement | Students' evaluation will be contingent upon their overall preparation for and engagement in seminars. | 20.00% | Ongoing | 1, 2, 3, 4 |
| Journal | Students will maintain a journal of their thoughts and observations related to the subject. | 10.00% | Ongoing | 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
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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Entrepreneurs Are Born, Not Made
This topic explores the myth that entrepreneurs are born and not made. We analyse the characteristics and skills required to become a successful entrepreneur and understand how these can be developed through education, experience, and personal growth. The intent is to help students gain confidence in their own potential as entrepreneurs and recognise that anyone can become an entrepreneur with the right mindset and dedication.
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There is a Secret to Entrepreneurial Success
In this lesson, we explore the fallacy that there is a secret formula or shortcut to achieving entrepreneurial success. The objective is to help students understand that success in entrepreneurship is a result of various factors, including hard and smart work, persistence, strategic thinking, creativity, and adaptability, rather than relying on a single hidden secret.
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Entrepreneurs are always Innovators
This lesson challenges preconceived notions that an innovator and an entrepreneur is the same thing. It is essential for students to differentiate between these concepts, as they can be distinct but also interconnected. By exploring this fallacy, students will learn that entrepreneurs are not solely reliant on innovation but can also excel through aspects like improving existing ideas, identifying market gaps, leveraging existing technologies, and other strategies.
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Entrepreneurship is Just One Alternative Career Pathway
Students often believe that entrepreneurship simply means starting a small business or being self-employed. However, as we demonstrate in this lesson, entrepreneurship encompasses a diverse range of career paths such as corporate entrepreneurs, hybrid entrepreneurs, lifestyle entrepreneurs, etc. This lesson broadens students’ perspectives and empowers them to consider entrepreneurship as a viable option for their future endeavours.
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Entrepreneurs are Mainly Driven by Financial Success
Entrepreneurship encompasses more than just financial gains. By exploring the fallacy that entrepreneurs are solely motivated by money, students will gain a deeper appreciation for the wide range of factors that drive individuals to become entrepreneurs, such as personal fulfillment, passion, social impact, sustainability, and personal growth. This lesson aims to broaden their perspective and encourage critical thinking about the motives behind entrepreneurship.
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All You Need is One Groundbreaking Idea and a Business Plan
In this lesson we introduce students to the principles of The Lean Startup philosophy. It is important that students understand this contemporary approach to launching new ventures and how it revolutionised entrepreneurial thinking by challenging the traditional notion that business plans should be the initial step to progress what must be a great idea into a successful business.
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To Launch a Startup, You Need Lots of Money
The idea that starting a business requires a lot of money is a common misconception that discourages many aspiring entrepreneurs from pursuing their dreams. While it’s true that some businesses require significant investments, not all startups have to be expensive. In fact, many successful businesses started with little to no capital.
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To be a Successful Entrepreneur, You Need Luck
Many people hold the view that luck is what make a person a successful entrepreneur. In this lesson we discuss why being lucky is fortuitous but on its own is unreliable for launching successful ventures. Entrepreneurs who embrace effectuation and bricolage take intentional steps, maximise available resources, and create their own luck along the way. The aim of this lesson is to enable students to identify the skills, attributes, and strategies necessary for a successful entrepreneurial journey.
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You Can’t Start a Business if There’s Competition
Competition within a market is often perceived as a hindrance to market entry. However, it is crucial to acknowledge that competition can also serve as a validation of the market demand for a particular product or service and an effective means for competitively positioning the startup. Flourishing businesses tend to excel in multiple domains, including the provision of superior quality, exceptional customer service, skilful branding strategies, and the development of innovative solutions.
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Entrepreneurship is Easy and Guarantees Success
Entrepreneurship has gained popularity in recent years, with many people aspiring to start their own businesses because of excessive media hype about successful entrepreneurs. This contributes to a prevailing fallacy that entrepreneurship is easy and guarantees success. In this lesson we critically examine and challenge this misconception to arrive at a realistic understanding of the challenges and risks involved in entrepreneurship.
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Entrepreneurs are Not Managers
Understanding the relationship between entrepreneurship and management is crucial for aspiring entrepreneurs. Many people falsely believe that entrepreneurship and management are two separate skill sets, leading to misconceptions and potential pitfalls. In this lesson students will gain insights into the need for entrepreneurs to often wear multiple hats, not only generating innovative ideas and taking risks but also playing the crucial role of managers in their ventures.
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Entrepreneurship is a Solo Journey
In this lesson, we explore the fallacy that entrepreneurship is solely a solo journey. We discuss the importance of entrepreneurial teams and the broader entrepreneurial ecosystems that support individual entrepreneurs. By understanding the significance of collaboration and ecosystem support, students will gain a more realistic perspective on entrepreneurship and be better prepared to navigate the entrepreneurial world.