Written Proposal and New Venture Pitch

Purpose of the task:

The objective of this assessment task is for students to develop and present a proposal for a new venture either within an existing organisation or as an entirely new business opportunity. Students will be presented with four problem/opportunity areas based on the following: a) intrapreneurial opportunity within an existing business; b) entrepreneurial endeavour within a broader commercial context; c) opportunity within a public sector context; and d) a social or ‘wicked’ issue identified at the community level. Students will work on this task individually and will choose ONE (1) of the above contextual scenarios for this assessment task based on their own interests and areas of expertise, etc.

Each student will embark on an entrepreneurial project as defined in the scenario document (this document is located in the Moodle site in the Assessment area). Students will explore the problem from a range of strategic vantage points in line with the processes and concepts taught throughout the semester. Developing a possible entrepreneurial solution to the issue, they will need to critically analyse internal and external factors that may affect the proposed venture’s ability to create new opportunities and forms of value for its stakeholders, including weighing up sector-specific conditions. Students will determine and then communicate the steps required for undertaking key entrepreneurial processes in their new venture, such as business modelling, obtaining necessary support and resources, managing risks, and marketing and communications.

This assignment is grouped into two (2) separate parts. Part A involves the development of a written proposal providing a detailed overview and justification of the venture. Part B involves a pitch presentation in which students persuasively communicate the proposed venture to a prescribed (imagined) audience that is closely involved and invested in the identified issue.

What the task involves:

Part A: New Venture Written Proposal (25%)

In a venture proposal report (2,000 words +/- 10%), students will provide a persuasive justification which draws upon current and relevant research and evidence to illustrate how their proposed approach will effectively address the issue/opportunity identified. Frequent direct links should be made between the evidence provided and the new venture being put forward. While a professional report structure should be adhered to, creativity is valued and the onus is on providing a clear and concise ‘story’ depicting the student’s knowledge of venture planning and business model analysis. The written proposal should also detail the steps to be undertaken in order for their new venture idea to be initiated within the specific context under consideration.

The New Venture Written Proposal (Part A of Assessment Task 2) will be assessed by the lecturer, and the criteria for assessment is outlined in Assessment Task 2 (Part A) rubric.

Part B: New Venture Pitch (25%)

For Part B of this assessment task, each student will develop a 5-minute recorded presentation that effectively describes the new venture idea (i.e. the same proposal which is outlined in the New Venture Written Proposal).

This presentation will require that students communicate as entrepreneurs with the presentation format directly targeting the designated audience they are seeking to persuade. As a pitch presentation, it should clearly put forward a highly developed solution to their industry-specific problem/opportunity. The description of the venture idea should be easy to grasp, persuasive, and ultimately the presentation is an opportunity to get the audience interested and excited about the new initiative.

Based on how they would like this video to look and the way they intend to convey the core message, the student will need to decide which video software to use for production. Options include creating a short film using a phone’s video function, Moovly (online video presentation software), Kaltura (linked with Moodle) and narrated PowerPoint.

The New Venture Pitch will be assessed by the lecturer, and the criteria for assessment is outlined in Assessment Task 2 (Part B) rubric.

Recommended time per learning activity

Learning Activity Description Hours
Engagement in weekly topic lecture videos, workbooks and materials 2.5 hours per topic 30
Reading 3 hours per topic 36
Learning Activity Description Hours
Participation in online activities, i.e. set questions, exercises and problem solving 2 hours per topic 24
Assessment Task 1 Preparation of written summary and reflection video 10
Assessment Task 2 Preparation of written report 20
Assessment Task 3 Preparation of new venture written proposal and audio-visual pitch presentation 30
  Total: 150

Submission and Return of Student Work

The three assessment tasks are to be submitted in Moodle in the designated submission areas. Students will be provided with marks and feedback within approximately two weeks following submission.

Closing the Loop / Student Feedback

This is the first delivery of BUMGT5977 and therefore no previous student feedback has been provided/acted upon. The teaching team will endeavour to gain student feedback throughout the semester and at the duration of the course to ascertain any key areas for improvment, common issues, etc. which will be taken into consideration and guide the future development of the course.

Topics Assessed

All topics covered during this course are subject to assessment.

Assistance with Online Submission

Students are often asked to submit assessments online. Here are a few useful links that introduce students to the Turnitin software:

About Turnitin

Student Guidance on Turnitin

Student Turnitin Access 2020 (Moodle Support Shell)

Special Consideration

If students are adversely affected by life circumstances a discretionary assessment extension of up to five University working days for one assessment task may be granted at the discretion of the tutor, lecturer, or course coordinator (dependent on faculty process) upon a direct request by the student via the Discretionary Assessment Extension form.

However if a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause)  in more than one course and requires more than five working days extension, then they may apply for Special Consideration.

For further information on Discretionary Assessment Extensions and Special Consideration, including access to the policy, procedures or associated forms, see

http://federation.edu.au/current-students/essential-info/administration/special-consideration

Available Grades

A list of the available grades, a description of the corresponding required student performance and the required percentages for the Course is given in the University Handbook.

https://federation.edu.au/students/essential-info/administration/exams/results The Course Coordinator may standardise raw marks before allocating grades.

Academic Integrity

Plagiarism is the presentation of the expressed thought or work of another person as though it is one’s own without properly acknowledging that person.

Students must not allow other students to copy their work and must take care to safeguard against this happening. In cases of copying, normally all students involved will be penalised equally; an exception will be if the student can demonstrate the work is their own and they took reasonable care to safeguard against copying. Plagiarism is a serious offence.  Please refer to the following documents:

Statute 6.1: Student Discipline

Regulation 6.1: Student Discipline

Regulation 6.1.1: Plagiarism

Academic Regulations

Supplementary information concerning teaching, learning, and assessment may be provided from time to time in response to unforeseen circumstances. This may include changes in times or location of classes, order of the schedule or due dates for assignments. Announcement of these matters in classes and placement of a notice on the course Moodle page shall be deemed to be official notification. FedUni has a range of educational policies, procedures and guidelines, which you can find at http://policy.federation.edu.au/category_list.php?catalogue_id=115

Student Support

The University provides many different kinds of services to help you gain the most from your studies. You can see the list of Student Services contacts at http://federation.edu.au/students#Assistance_support_and_services Students who have a disability or medical condition are welcome to contact the Disability Liaison Unit to discuss academic support services. The role of the DLU is to support the development of a learning and working environment that maximise participation in University life by students with a disability

Learning Management System

This course makes use of Moodle to support your learning. You can access Moodle from the FedUni home page or at https://moodle.federation.edu.au/login/index.php If you do not have access for this course you should notify your course co-ordinator immediately

Late Assignment

Assessment tasks submitted after the due date, without prior approval/arrangement, will be penalised at 10% of the available marks per day. Requests for extension of time must be made with the lecturer concerned and based on Special Consideration guidelines

Materials

General

Basic computer/IT equipment will be required for engagement in this course, primarily to access Moodle.

Safety Equipment

N/A

Reading

General References

Arena, M., & Uhl-Bien, M. (2016). Complexity Leadership Theory: Shifting from Human Capital to Social Capital. People & Strategy, 39(2), 22-27.

Chesbrough, H. (2006). Open innovation: A new paradigm for understanding industrial innovation. In H.

Chesbrough, W. Vanhaverbeke & J. West (Eds.) Open Innovation: Researching a New Paradigm (pp. 1-14). Oxford: Oxford University Press.

Cohen, W. M., & Levinthal, D. A. (1990). Absorptive capacity: A new perspective on learning and innovation. Administrative Science Quarterly, 35: 128-152.

Dees, J. G., & Emerson, J. (2001). Enterprising nonprofits: A toolkit for social entrepreneurs. New York: Wiley.

de Vries, H., Bekkers, V. and Tummers, L. (2016). Innovation in the Public Sector: A Systematic Review and Future Research Agenda. Public Administration, 94 (1), 146-66.

Drucker, P.  F. & Ferdinand, P. (1999). Innovation and entrepreneurship: practice and principles. Oxford: Butterworth-Heinemann.

Grebel, T., Pyka, A., Hanusch, H., (2004). An evolutionary approach to the theory of entrepreneurship. In: Foster, J., H lzl, W. (Eds.), Applied Evolutionary Economics and Complex Systems (pp. 155-180). Edward Elgar: Cheltenham, UK.

Hanusch, H., & Pyka, A. (2007). Principles of neo-Schumpeterian economics. Cambridge Journal of Economics, 31(2), 275-289.

Kolko, J. (2012). Wicked problems worth solving: A handbook and a call to action. Austin, TX: Austin Center for Design.

Nelson, R. R. (1993). National Innovation Systems: A Comparative Analysis. Oxford, UK: Oxford University Press.

Peredo, A. M., & McLean, M. (2006). Social entrepreneurship: A critical review of the concept. Journal of World Business, 41, 56-65.

Porter, M.E. (1998). Clusters and the new economics of competition. Harvard Business Review, NovemberDecember, 77-90.

Rogers, E. (1983). The Diffusion of Innovations, (Third Ed.) (First Ed., 1962), New York: Free Press.

Santos, F. M. (2012). A positive theory of social entrepreneurship. Journal of Business Ethics, 111, 335-351

Schumpeter, J. A. (1934). The theory of economic development: An inquiry into profits, capital, credit, interest, and the business cycle. Brunswick, NJ: Transaction.

Seelos, C., & Mair, J. (2005). Social entrepreneurship: Creating new business models to serve the poor. Business Horizons, 48(3), 241-246.

Senge, P.M. (1990). The fifth discipline. New York: Random House. von Hippel, E. (2005) Democratizing innovation. Cambridge, Mass: MIT Press.

Textbooks

Bessant & Tidd. (2015). Innovation and Entrepreneurship. Wiley. ISBN: 978-1-119-08875-2 Innovation and Entrepreneurship, 3rd Edition

Note that some material in lectures, assignments and other resources provided to students may contain direct quotations from the text book(s) and references listed.

Sequence

The following is an approximate guide to the sequence of topics in this course.

Week(s) Topic(s)
1 Innovation and entrepreneurship: theories and trend

•  Chapter 1: The Innovation Imperative

•  Chapter 12: Creating New Ventures

2 Social innovation for solving ‘wicked’ problems in a globalised world

•  Chapter 2: Social Innovation

•  Chapter 3: Innovation, Globalization and Development

3 Sustainable innovation

• Chapter 4: Sustainability-led Innovation

4 Harnessing an entrepreneurial / intrapreneurial mindset

•  Chapter 5: Entrepreneurial Creativity

•  Chapter 6: Sources of Innovation

5 New venture development: opportunity identification, evaluation and exploitation

•  Chapter 7: Search Strategies for Innovation

•  Chapter 11: Developing New Products and Services

6 Research and planning for new ventures

•  Chapter 8: Building the Case

•  Chapter 16: Business Models and Capturing Value

7 Acquiring support: sources of financial and strategic input

•  Chapter 10: Exploiting Networks

•  Chapter 15: Exploiting Knowledge and Intellectual Property

8 Managing growth and transition

• Chapter 13: Developing Businesses and Talent through Corporate Venturing • Chapter 14: Growing the Enterprise

9 Leading through complexity and harnessing adaptive capacity

•  Chapter 9: Leadership and Teams

•  Chapter 17: Learning to Manage Innovation and Entrepreneurship

10 Pitching your venture

• No textbook chapters – refer to Moodle for journal articles and resources

11 The value of failure

• No textbook chapters – refer to Moodle for journal articles and resources

Week(s) Topic(s)
12 Reflections on an entrepreneurial journey

• No textbook chapters – refer to Moodle for journal articles and resources

Adopted Reference Style

APA