BUS3ENT Australia-based brand new business venture代写

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BUS3ENT Australia-based brand new business venture代写.

Prepare a business model & plan for an Australia-based, brand new business venture that you might enter into in the future.

La Trobe Business School

ENTREPRENEURSHIP

[BUS3ENT]

Subject Learning Guide

Semester 2

2017

MELBOURNE (BUNDOORA), ALBURY-

WODONGA, SHEPPARTON, BENDIGO,

DANDENONG

Subject Coordinator: Dr. Quan Anh Nguyen

Instance Coordinators:

Dr. Seyed Khaksar (Bendigo),

Dr. William Keeton (Albury-Wodonga)

For all subject inquiries:

BUS3ENT@latrobe.edu.au

La Trobe University

Table of Contents

SUBJECT DETAILS 3

GENERAL DETAILS 3

ENROLMENT REQUIREMENTS 3

STAFF CONTACTS 3

SUBJECT DESCRIPTION 3

SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 4

LATROBE ESSENTIALS 4

GRADUATE CAPABILITIES 4

LEARNING ACTIVITY SUMMARY 4

ASSESSMENT AND FEEDBACK SUMMARY 5

LEARNING RESOURCES 5

STUDENT FEEDBACK ON SUBJECT SURVEY 6

SUMMARY OF SFS FEEDBACK FROM LAST YEAR 6

POLICIES, PROCEDURES AND GUIDELINES 7

A CADEMIC I NTEGRITY 7

E XTENSIONS , L ATE S UBMISSIONS AND P ENALTIES 7

R ULES - C OLLEGE /S CHOOL /D ISCIPLINE - SPECIFIC INFORMATION 8

S TUDENT C OMPLAINT 8

S TUDENT L EARNING U NIT (SL) 8

L EARNING M ANAGEMENT S YSTEM (LMS) 8

L IBRARY 8

S TUDENT S UPPORT S ERVICES 9

P EER L EARNING A DVISERS 9

R ESOURCES - C OLLEGE /S CHOOL /D ISCIPLINE - SPECIFIC INFORMATION 9

SCHEDULE OF LEARNING ACTIVITIES 10

S ESSION P LAN 10

L EARNING A CTIVITY D ETAILS 11

L EARNING A CTIVITY - C OLLEGE /S CHOOL /D ISCIPLINE - SPECIFIC I NFORMATION 11

ASSESSMENT AND FEEDBACK DETAILS 11

D ETAILED G RADING C RITERIA 13

A SSESSMENT T ASK 1 13

A SSESSMENT T ASK 2 13

A SSESSMENT T ASK 3 13

A SSESSMENT AND F EEDBACK - C OLLEGE /S CHOOL /D ISCIPLINE - SPECIFIC INFORMATION 13

La Trobe University

Subject Details

GENERAL DETAILS

Subject Code: BUS3ENT Subject Title: Entrepreneurship

Teaching Period: Semester 2 Location(s): Melbourne (Bundoora), Albury-Wodonga, Shepparton, Bendigo,

Dandenong

Credit Points: 15 Mode: Blended Level: 3

ENROLMENT REQUIREMENTS

Prerequisites: NA

Co-requisites: NA

Incompatibles: MGT3IMP

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 A. Nguyen quan.nguyen@latrobe.edu.au 03 9479 6079 DWB327

Instance Coordinators Bendigo Dr. Seyed Khaksar s.khaksar@latrobe.edu.au 03 5444 7465

Albury-Wodonga Dr. William Keeton w.keeton@latrobe.edu.au 02 6024 9845

Workshop facilitators Melbourne Esha Thukral t.esha@latrobe.edu.au To email for appointment(s)

Melbourne Antony Jacobson a.jacobson@latrobe.edu.au To email for appointment(s)

Melbourne Ana Delevska a.delevska@latrobe.edu.au To email for appointment(s)

Melbourne Dr. Denny Thomas d.thomas2@latrobe.edu.au To email for appointment(s)

Melbourne John Presley j.presley@latrobe.edu.au

To email for appointment(s)

Bendigo Deb Allan deb.allan@latrobe.edu.au

To email for appointment(s)

Shepparton John McMorrow j.mcmorrow@latrobe.edu.au

To email for appointment(s)

Dandenong Eshan Ayra e.arya@latrobe.edu.au

To email for appointment(s)

For subject-related inquiries, please email: BUS3ENT@latrobe.edu.au

SUBJECT DESCRIPTION

This subject offers you the opportunity to use disciplinary knowledge and skills to resolve a business challenge. The subject attracts

students from a range of fields, bringing a multidisciplinary perspective to the researching, analysis and problem-solving aspects of the

challenge. In teams, you will be required to design an original business plan aimed at creating sustainable value through the provision of a

particular product or service to meet an identified market opportunity. The projects aim to enhance the well-being of your community or

aim to solve a social, health, economic or environmental problem. The subject is designed to provide you with the opportunity to

enhance, demonstrate and document work-ready skills appropriate to your chosen career path.

La Trobe University

SUBJECT INTENDED LEARNING OUTCOMES (SILOS)

Upon successful completion of this subject, you should be able to :

Identify a business venture by analysing the environment and presenting alternative futures, and establish good social and financial

outcomes.

Critically analyse a business plan by investigating opportunities to extend a business and adapt to achieve social and financial

outcomes.

Present a convincing and novel identification of business problems from a company perspective and to evaluate future

entrepreneurial ideas.

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.

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 31-43

La Trobe University

Weekly 2-hour face-to-face workshops Weeks 31-43

Further information is available at http://www.latrobe.edu.au/timetable/

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 from Week 4 to

Week 6 – during

normal workshop

sessions – see

workshop facilitators

for timing of

presentations

3, 4, 6, 8 b, c, d, e 30%  Presentations to be made in class.

Presentation slides MUST 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 a current Australian

entrepreneur and his/her business

venture

Sunday 17th Sep, by

11.55 pm (Week 8)

1, 7 h, i 30% Hand-in on LMS/Turnitin

Assessment 3 (Individual): 2,500-word

business model and plan

Sunday 15th Oct, by

11.55 pm (Week 11)

2, 5, 9 a, f, g 40% Hand-in on LMS/Turnitin

Note: Any requests for extensions must go through the special consideration process and lodged via Ask La Trobe

with appropriate documentation.

LEARNING RESOURCES

Reading Type Title Author and Year Publisher

Prescribed textbook Entrepreneurship and Small

business (4 th 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

(6 th Ed)

Hatten (2016) Cengage Learning Australia

Supplementary New Venture Creation:

Entrepreneurship for the 21 st

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)

La Trobe University

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

SUMMARY OF SFS FEEDBACK FROM LAST YEAR

La Trobe University

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: www.latrobe.edu.au/students/academic-integrity

All hard copy assignments should be accompanied by the Academic Integrity Assignment Declaration Form available at:

http://www.latrobe.edu.au/__data/assets/pdf_file/0017/711152/Assignment-Declaration-Form.pdf.

For assistance with referencing visit http://www.latrobe.edu.au/students/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 athttp://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:

La Trobe University

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.

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 visit:

http://www.latrobe.edu.au/students/complaints

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:

La Trobe University

 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:

Equality@latrobe.edu.au or refer to the website at: http://www.latrobe.edu.au/students/support .

Peer Learning Advisers

Peer Learning Advisers (PLAs) are experienced students who can help you with assignment and thesis writing, maths and

statistics and other academic skills. PLAs are friendly and approachable and come from many disciplines; e.g. health sciences,

business or education. Their drop-in service is available at these campuses: Bundoora, Bendigo, Albury-Wodonga, Mildura and

Shepparton. Their timetable is available online: latrobe.edu.au/students/learning/drop-in-learning-support.

Resources - College/School/Discipline-specific information

La Trobe University

Schedule of Learning Activities

Session Plan

Week Date Topic Activity Assess-

ment %

Resources SILOs GCs

1 w/b

24 th Jul

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

31 st Jul

Opportunity and

Innovative ideas

Pre-class readings and preparations

Workshop activities

Chapter 2 (prescribed

textbook)

Other readings posted on

LMS

3 w/b

7 th Aug

Commercialisation and

Entrepreneurial

Opportunities

Pre-class readings and preparations

Workshop activities

Chapter 3 (prescribed

textbook)

Other readings posted on

LMS

4 w/b

14 th Aug

Social Entrepreneurship Pre-class readings and preparations

Workshop activities

Group presentations

(Assessment 1)

30%

Part of Chapter 5

(prescribed textbook)

Other readings posted on

LMS

3, 4, 6,

b, c,

d, e

5 w/b

21 st Aug

Design Thinking and

Lean Startup

Pre-class readings and preparations

Workshop activities

Group presentations

(Assessment 1)

30%

Readings and other

materials posted on LMS

3, 4, 6,

b, c,

d, e

6 w/b

28 th Aug

Business Model Canvas Pre-class readings and preparations

Workshop activities

Group presentations

(Assessment 1)

30%

Readings and other

materials posted on LMS

3, 4, 6,

b, c,

d, e

7 w/b

4 th Sep

Business Plan Pre-class readings and preparations

Workshop activities

Chapter 8 (prescribed

textbook)

Other readings posted on

LMS

8 w/b

11 th Sep

Entrepreneurial

Marketing

Pre-class readings and preparations

Workshop activities

Assessment 2 due this week

(Sunday 17 th Sep)

30%

Chapter 12 (prescribed

textbook)

1, 7

h, i

9 w/b

18 th Sep

Entrepreneurial

Finance

Pre-class readings and preparations

Workshop activities

Chapter 10 (prescribed

textbook)

Semester vacation

10 w/b

2 nd Oct

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

9 th Oct

Entrepreneurship in

Organisations

Pre-class readings and preparations

Workshop activities

Assessment 3 due this week

(Sunday 15 th Oct) 40%

Chapter 18 (prescribed

textbook)

2, 5, 9 a, f, g

La Trobe University

Week Date Topic Activity Assess-

ment %

Resources SILOs GCs

12 w/b

16 th Oct

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 http://www.latrobe.edu.au/timetable/.

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

Assessment and Feedback Details

Assessment Task 1 Due Date % SILOs Assessed

Group presentation Starts Week 4 to Week 6 –

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 a new Australia-based entrepreneurial venture that your group could enter into.

Suggested structure:

 Cover slide:

 Please indicate ALL group members’ full names, student IDs, class day/time & tutor’s name

 Introduction of business idea

 Describe the business idea. What makes your business differentiated from current rivals’ offering in the market?

 Have you taken into consideration the impact of cultural context in developing the business idea?

 Market opportunities

 Discuss the market opportunities for this entrepreneurial-based venture. Support your ideas with relevant facts & figures.

 Entrepreneurial traits/characteristics

 Discuss the entrepreneurial characteristics/mindset/traits of the founding team members and how they might contribute to

the venture’s success.

 Key considerations

 How can the entrepreneurial venture be launched (key considerations in terms of resources, marketing and finance)?

 Sustainable values

 What sustainable values (e.g. social, health, economic, environmental etc) can the entrepreneurial venture contribute to the

market and/or local communities/society?

 References (at least 5 references required for the presentation)

La Trobe University

Assessment Task 2 Due Date % SILOs Assessed

1,500-word paper on analysing a current Australian entrepreneur

and his/her business venture

Sunday 17th September, by

11.55 pm (Week 8)

30% 1, 7

Submission Details

LMS via Turnitin

Grading Criteria and Feedback

Please see LMS and detailed Grading Criteria below

Description of Task

Analyse a current Australian entrepreneur of your own choice.

Individual assignment, report format with headings and sub-headings, 1.5 spacing to be used. Critical analyses and reflection on relevant

theories required, not just a simple presentation of the biography of the entrepreneur. Suggested structure:

 Cover page

 Please indicate your full name, student ID, class day/time & tutor’s name

 Introduction

BUS3ENT Australia-based brand new business venture代写

 Background of the entrepreneur

 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 (with reflection on the relevant theories).

 Entrepreneurial traits/characteristics

 Discuss the characteristics of the entrepreneur (with reflection on the relevant theories).

 Opportunity recognition and idea development process

 Discuss the processes of opportunity recognition and idea development (with reflection on the relevant theories).

 Competitive advantages

 Discuss the type of business developed and the competitive advantage(s) of the business compared to that in the market.

 Recommendations

 Discuss future suggestions for the entrepreneur including different types of businesses or avenues (e.g. selling their business)

he/she may take.

 References (10-12 references required, at least half of the references should be academic, Harvard referencing style)

La Trobe University

Assessment Task 3 Due Date % SILOs Assessed

Individual business model and plan Sunday 15th October, by 11.55

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 model & plan for an Australia-based, brand new business venture that you might enter into in the future.

Individual assignment, 2,500 word limit, report format with headings and sub-headings, 1.5 spacing to be used. Make sure that you have

also reviewed the additional resources on the LMS about the parts/suggested structure of a good business model and plan.

Suggested structure:

Cover page (please indicate your full name, student ID, class day/time & tutor’s name)

Table of Contents

Executive Summary (not included in word count)

Section headings

 Introduction (a clear introduction of the business idea, make sure that first time readers can understand your business idea)

 Business Model Canvas

o Customer Segments

o Value Proposition

o Customer Relationships

o Channels

o Key Activities

o Key Resources

o Key Partners

o Revenue Structure

o Cost Structure

o Minimum Viable Product (MVP)

 Feasibility analysis

o Market feasibility

o Technical feasibility

o Human feasibility

o Financial feasibility

References (12-15 references required, at least 40% of the references should be academic, Harvard referencing style)

Appendix

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

Recommend-

ations (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

Problem-

solving

Creative

problem-

solving

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.

Cultural

understanding

Cultural

literacy

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.

Speaking

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.

Teamwork

including

leadership

& working

in groups

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 co-

ordination of the contribution by

various team members, and/or

has no central objective or focus.

COMMENTS /30

La Trobe University

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.

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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.

Analysis and

Recommendations

(Critical Thinking)

Critical

Thinking

Inquiry/

Research

Strategically and critically

analyses and evaluates the

background & traits of the

entrepreneur and key businesses

developed, the opportunity

recognition process, the

competitive advantages of the

businesses, and making

justifiable, evidence-based

recommendations.

Strategically and critically

analyses and evaluates the

background & traits of the

entrepreneur and key

businesses developed, the

opportunity recognition process,

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.

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.

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.

COMMENTS /30

La Trobe University

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.

Analysis and

Recommen-

dations (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 evidence-

based 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.

Ethical

awareness

Ethical

behaviour

05 Excellent recognition of the

implications for their own ethical and

values framework when interacting

with different values-based

perspectives in professional and global

concerns.

Very good recognition of the

implications for their own ethical

and values framework when

interacting with different values-

based perspectives in professional

and global concerns.

Acknowledges and engages other

ethical and values- based

perspectives in professional,

societal or global concerns.

Limited engagement with other

ethical and values- based

perspectives in professional,

societal or global concerns.

No engagement with other

ethical and values- based

perspectives in professional,

societal or global concerns.

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.

COMMENTS /40

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