General Information
To understand and apply the skills and processes required for the successful creation and growth of a new venture inside or outside a corporation.
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Details
Academic unit: Bond Business School Subject code: ENFB71-104 Subject title: Entrepreneurship and Innovation Subject level: Postgraduate Semester/Year: September 2020 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Seminar: x6 (Total hours: 36) - Seminar (Please check Timetable for Weeks & Times)
- Personal Study Hours: x12 (Total hours: 84) - Study time and reviewing materials
Attendance and learning activities: Attendance at all scheduled sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. -
Resources
Prescribed resources: Journals
- Barney, J. (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management 99-120 Available at: http://journals.sagepub.com/doi/abs/10.1177/014920639101700108?ssource=mfc&rss=1&
- Blank, S. (2013). Why the lean startup changes everything. Harvard Business Review 3-9 Available at: http://www.vto.at/wp-content/uploads/2013/10/Why-the-Lean-Startup-Changes-Everything_S.Plank_HBR-052013.pdf
- Bower, J.L. & Christensen, C.M. (1995). Disruptive Technologies: Catching the Wave. Harvard Business Review 43-53 Available at: https://hbr.org/1995/01/disruptive-technologies-catching-the-wave
- Chesbrough, H. (2003). The Era of Open Innovation. MIT Sloan Management Review 35-41 Available at: http://sloanreview.mit.edu/article/the-era-of-open-innovation/
- Christensen, C.M. (2002). The Rules of Innovation. MIT Technology Review 33-38 Available at: https://www.technologyreview.com/s/401451/the-rules-of-innovation/
- Davis, J.H., Schoorman, F.D. & Donaldson, L. (1997). Toward a stewardship theory of management. Academy of Management Review 20-47 Available at: http://www.jstor.org/stable/259223
- Martins, E.C. & Terblanche F. (2003). Building organisational culture that stimulates creativity and innovation. European Journal of Innovation Management 64-74 Available at: http://www.emeraldinsight.com/doi/full/10.1108/14601060310456337
- Christensen, C.M., Kaufman, Sp.Sp. & Shih, W.C. (2008). Innovation Killers: how financial tools destroy your capacity to do new things. Harvard Business Review 98-105 Available at: https://hbr.org/2008/01/innovation-killers-how-financial-tools-destroy-your-capacity-to-do-new-things
- O'Reilly, C., & Binns, A. J. M. (2019). The three stages of disruptive innovation: Idea generation, incubation, and scaling. California Management Review 49-71
- Shoemaker, P. J., Heaton, S., & Teece, D. (2018). Innovation, dynamic capabilities, and leadership.. California Management Review 15-42
Others
- Effectuation 3-Pager. Available at: http://www.effectuation.org/sites/default/files/documents/effectuation-3-pager.pdf
- Adizes Model of the Corporate Lifecycle. Available at: http://adizes.com/lifecycle/
- Valve New Employee Handbook. Available at: http://www.valvesoftware.com/company/Valve_Handbook_LowRes.pdf
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: | ENFB71-104 |
| Subject title: | Entrepreneurship and Innovation |
| Subject level: | Postgraduate |
| Semester/Year: | September 2020 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all scheduled sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. |
| Prescribed resources: | Journals
Others
|
|---|---|
| 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.
|
| 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:
- Develop a theoretically grounded view of the discipline of entrepreneurship
- Generate an ability to strategically develop and support an entrepreneurial strategy
- Acquire critical thinking skills to improve your (and your organisation's) ability to innovate
- Develop an appreciation of the role of entrepreneurship in the broader business context
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 Written Report§ Team Assignment 25.00% In Consultation 2,4 Oral Pitch Article Review 15.00% In Consultation 1 Presentation§ Team Presentation 20.00% In Consultation 1,4 Essay Reflective Essay 40.00% In Consultation 1,3,4 - § 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 |
|---|---|---|---|---|
| Written Report§ | Team Assignment | 25.00% | In Consultation | 2,4 |
| Oral Pitch | Article Review | 15.00% | In Consultation | 1 |
| Presentation§ | Team Presentation | 20.00% | In Consultation | 1,4 |
| Essay | Reflective Essay | 40.00% | In Consultation | 1,3,4 |
- § 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 lead educator. 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 in writing by the lead educator, a 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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Entrepreneurship and Innovation in context
We examine the roles entrepreneurship and Innovation play in business strategy, defining each and setting a framework for enabling an innovative strategy.
SLOs included
- Develop a theoretically grounded view of the discipline of entrepreneurship
- Generate an ability to strategically develop and support an entrepreneurial strategy
- Acquire critical thinking skills to improve your (and your organisation's) ability to innovate
- Develop an appreciation of the role of entrepreneurship in the broader business context
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Entrepreneurship as Method
What is entrepreneurship and can it be learned? We examine the attributes of entrepreneurial behavior through exploring entrepreneurs and entrepreneurial case studies.
SLOs included
- Develop a theoretically grounded view of the discipline of entrepreneurship
- Generate an ability to strategically develop and support an entrepreneurial strategy
- Acquire critical thinking skills to improve your (and your organisation's) ability to innovate
- Develop an appreciation of the role of entrepreneurship in the broader business context
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Business Models
We explore the fundamentals of business model design.
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Entrepreneurial Growth
High rates of organisational growth can challenge even the most resource-enabled firm. This topic explores the strategies entrepreneurial firms can employ to prepare for and endure such challenges.
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Entrepreneurial Strategy
We examine the factors which can contribute to, and hinder, entrepreneurial performance.