成人大片

Course Coordinator and Facilitator: Glen B. Wheatley

In addition to co-teaching "Corporate Responsibility for Global Business" and teaching the course "Entreprenuerial Leadership" for the Entrepreneurship, Commercialisation and Innovation Centre (ECIC), Glen runs the boutique strategy advisory firm Best Solutions International.

Glen has experience in both manufacturing and services. He worked with various types of organisations: from sole traders to some of the largest global companies.His career has taken him on project and long-term assignments in Europe, Australasia, and the Americas, including Greater China, Germany and Mexico.

His entrepreneurship and innovation experience is extensive, having co-founded an angel-financed start-up in Germany, and been involved in various start-ups as advisor, board member and angel investor.

At any given moment, Glen is involved in a number of startup projects as (co-)founder, board advisor and angel investor, applying the concept of iteration and effectuation to find his way forward, co-creating with other self-selected stakeholders.

Glen is a Fellow of the Australian Institute of Company Directors and holds a BA (University of Michigan); MBA (Thunderbird School of Global Management); Graduate Certificate in Science and Technology Commercialisation, and a Master of Applied Innovation and Entrepreneurship (成人大片).

As a curious and passionate learner, he has also completed online coursework at Harvard Business School, namely “Disruptive Strategy”, “Leading with Finance”, “Negotiation Mastery”, and "Sustainable Business Strategy".

On successful completion of this course, students will be able to:

1	Describe the economic importance and concepts of international entrepreneurship in theory and practice, and how entrepreneurship relates to innovation in a globalised environment.
2	Identify the attitudes, values, characteristics, behaviours, and processes associated with successful international entrepreneurship and describe the role of the entrepreneur in creating value with international activity.
3	Describe and analyse the ways in which entrepreneurs identify opportunity internationally, communicate value, manage risk and access funding.
4	Evaluate challenges in application of international entrepreneurial activities arising from domestic and international legal, social, political, economic, ethical, and cultural issues and design appropriate responses to these challenges for entrepreneurial value creation.
5	Identify new international business opportunities for value creation.
6	Design ways to acquire knowledge, partnerships, and networks and build alliances for creating value internationally.

The majority of course content (text, video and discussions) is delivered via Canvas (MyUni), the learning management system. All students are required to work through Modules 1 to 9, completing quizzes and answering dialogue questions.

In-depth readings will supplement the course content (text, video and discussions) delivered online via Canvas and a linked reading list will be made available via Module 0 in Canvas shortly after course commencement. Optional readings are a good resource for students seeking additional information. 

Although no text book is required, the following text is highly recommended: Read, S, Sarasvathy, S, Dew, N & Wiltbank, R, 2017, Effectual Entrepreneurship, second edition, London, Routledge.

Tentative Reading List

Amabile, TM 1998, 'How to kill creativity', Harvard Business Review, vol. 76, no. 5, September-October 1998, p. 11.

Amabile, TMK, Mukti 2008, 'Creativity and the role of the leader', Harvard Business Review, vol. 86, no. 10, October 2008, p. 10.

Anonymous 1997, 'Risk management at the heart of good corporate governance', Management Accounting (British), vol. 75, no. 1, p. 24.

Chandler, GN, Detienne, DR, McKelvie, A & Mumford, TV 2011, 'Causation and effectuation processes: A validation study', Journal of Business Venturing, vol. 26, no. 3, pp. 375-390.

Chesbrough, H 2010, 'Business Model Innovation: Opportunities and Barriers', Long Range Planning, vol. 43, no. 2/3, pp. 354-363.

Chowdhury, S 2005, 'Demographic diversity for building an effective entrepreneurial team: is it important?', Journal of Business Venturing, vol. 20, no. 6, pp. 727-746.

Churchill, NC & Lewis, VL 1983, 'The five stages of small business growth', Harvard Business Review, vol. 61, p. 30.

Dimitratos, P, Johnson, J, Slow, J & Young, S 2003, 'Micromultinationals:: New Types of Firms for the Global Competitive Landscape', European Management Journal, vol. 21, no. 2, pp. 164-174.

Frederick, HHa 2016, Entrepreneurship : theory, process, practice, Edition 4 / Howard Frederick, Allan O' Connor & Donald F. Kuratko. edn, eds Aa Connor & DFa Kuratko, South Melbourne, Victoria : Cengage Learning.

Harper, DA 2008, 'Towards a theory of entrepreneurial teams', Journal of Business Venturing, vol. 23, no. 6, pp. 613-626.

Levitt, T 1963, 'Creativity is Not Enough', Harvard Business Review, vol. 41, no. 3, p. 72.

Liesch, P, Welch, L & Buckley, P 2011, 'Risk and Uncertainty in Internationalisation and International Entrepreneurship Studies', Manag Int Rev, vol. 51, no. 6, pp. 851-873.

Ma, H 1999, 'Creation and preemption for competitive advantage', Management Decision, vol. 37, no. 3, pp. 259-267.

Martin, R 2007, 'How successful leaders think', Harvard Business Review, vol. 85, no. 6, p. 60.

Martin, RL 2010, 'The execution trap. Drawing a line between strategy and execution almost guarantees failure', Harvard Business Review, vol. 88, no. 7-8, p. 64.

Mauzy, JH 2006, 'Managing Personal Creativity', Design Management Review, vol. 17, no. 3, pp. 64-72.

McDougall, P, Oviatt, B & Shrader, R 2003, 'A Comparison of International and Domestic New Ventures', Journal of International Entrepreneurship, vol. 1, no. 1, pp. 59-82.

Muzychenko, O & Liesch, PW 2015, 'International opportunity identification in the internationalisation of the firm', Journal of World Business, vol. 50, no. 4, pp. 704-717.

Norbäck, PJ & Persson, L 2014, 'Born to be Global and the Globalisation Process', World Economy, vol. 37, no. 5, pp. 672-689.

O'Connor, AY, Shahid 2011, 'Innovation and entrepreneurship: managing the paradox of purpose in business model innovation', Int. J. of Learning and Intellectual Capital, vol. 8, no. 3.

Read, S, Sarasvathy, S, Dew, N & Wiltbank, R, 2017, Effectual Entrepreneurship, second edition, London, Routledge.

Reed, R, Storrud-Barnes, S & Jessup, L 2012, 'How open innovation affects the drivers of competitive advantage; Trading the benefits of IP creation and ownership for free invention', Management Decision, vol. 50, no. 1, pp. 58-73.

Riccò, R & Guerci, M 2014, 'Diversity challenge: An integrated process to bridge the ‘implementation gap’', Business Horizons, vol. 57, no. 2, pp. 235-245.

Sarasvathy, SD 2005, 'What makes entrepreneurs entrepreneurial?', University of Virginia Darden School Foundation, Charlottesville, Virginia.

Slater, SF, Weigand, RA & Zwirlein, TJ 2008, 'The business case for commitment to diversity', Business Horizons, vol. 51, no. 3, pp. 201-209.

Sosna, M, Trevinyo-Rodríguez, RN & Velamuri, SR 2010, 'Business Model Innovation through Trial-and- Error Learning: The Naturhouse Case', Long Range Planning, vol. 43, no. 2, pp. 383-407.

Stanford-Design-School 2013, 'Bootcamp Bootleg', Stanford Design School, <https://dschool.stanford.edu/resources/the-bootcamp-bootleg >.

Taplin, R & Nowak, AZ 2010, Intellectual property, innovation and management in emerging economies / edited by Ruth Taplin and Alojzy Z. Nowak, London ; New York : Routledge, London ; New York.

Teece, DJ 2010, 'Business Models, Business Strategy and Innovation', Long Range Planning, vol. 43, no. 2/3, pp. 172-194.

Canvas, the Learning Management System, is the center of online learning for this course. The course content (text, video and discussions) includes links to relevant online resources outside of Canvas.

This course is offered in a blended learning mode with face to face lectures as intensives and additional resources and activities available online.

The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course or 13 hours for a four-unit course, of private study outside of your regular classes.

The learning activities in this course are outlined at the beginning of each module in Canvas, the learning management system.

Assessment Task		Weighting
Individual Project	Individual	35%
Group In-Class Exercises & Case Studies	Intensives	30%
Topic Dialogues	Canvas	15%
Module Quizzes	Canvas	10%
Individual Participation		10%
Total		100%

Due Dates : Please refer to MyUni

Students must complete all course assessment requirements and attend all intensives to be eligible to pass the course.

The assessment components are as follows:
(Please refer to MyUni for specific topic information)

Individual Project: “Effectual Learning Plan”
Weighting: 35%
Due Date: Friday, Week 9
Submission Details:
Each student will submit their work via Canvas. Do not email.
Create a file name that identifies you as the author ie Assignment1_student_name_studentnumber.docx.

Task:
Formulate an idea for a start-up in any industry which you would like to create. Using your results of the exercises from intensives and the other course content (Modules 1 to 9, including design thinking and lean start-up methodology), prepare an integrated document with the following components:

• Executive Summary
• A business model canvas (BMC)
• A list of the major hypotheses, describing their relevance
• A list of key experiments to test the hypotheses
• Description of other customer development activities
• Any relevant appendices and/or attachments to document market size, opportunity background, etc.

Scope:
Length and Presentation:
A summarising text document in MS Word format (to allow commenting) and any other relevant attachments such as spreadsheets, presentation slides, images, audio or video files. The core document (not including attachments or appendices) is not to exceed 2,000 words.

Marking Criteria:
Applying critical thinking and being insightful, concise and complete is more important than the word count.

Learning objectives:
2 - 6
 
Group In-Class Exercises & Case Studies (6 Intensives)
Weighting: With each session of Group Exercises contributing 5%, the total of all group exercises will be 30%
Due Date: Each group exercise will be due at midnight the same day as the intensive.

Submission Details:
Each group will submit their work via Canvas during the intensive session.

Task: Each group exercise will be unique and introduced during the intensive session. Groups will be given a specific task to complete for submission via Canvas.

Scope:
Effectuation: Heuristics of Expert Entrepreneurs (M2)
Risk, Uncertainty & Decision Making (M3)
Lean Startup Methodology, Business Model Canvas (M4)
Creativity & Innovation (M5); International Entrepreneurship (M6)
Venture Scaling & Transitioning (M8)
Social Entrepreneurship (M9)

Length and Presentation:
A short text document in MS Word format (to allow commenting) of a specific length (related to the nature of the Group Exercise).

Marking Criteria:
Demonstration of relevant learning objectives and graduate attributes.

Learning objectives
1 to 6

Topic Dialogues
Weighting: The total weighting of Topic Dialogues is 15%.
Due Date: Ongoing
Each full module must be completed to move on to the next module, which cannot be accessed until their set opening dates. In preparation for engaging intensive sessions in which all students share a minimum level of knowledge, the due dates for modules are set in advance of the corresponding intensive session.

Submission Details:
Student responses to discussion questions will be captured by Canvas, the Learning Management System and will be made available to other students in the cohort. As such, care is to be taken to not include sensitive, disrespectful or otherwise damaging content.

Task: Students are to complete all readings and view all videos presented in each Canvas module. This content is the basis for discussion questions in which students are required to give a short response of usually several sentences. Upon submission of their response to the discussion question, students are expected to review the responses of others in the cohort and where relevant, make constructive comments, pose additional questions or otherwise engage in respectful further discussion.

Scope: All modules of the course will be included in the Topic Dialogues score.

Length and Presentation:
Most discussion question responses will be short (several sentences).

Marking Criteria:
The quality, insightfulness and synthesis of course content with personal and professional experience will enrich the learning experience for all students.

Learning objectives:
1 to 6


Module Quizzes
Weighting: The total of all Quizzes will be 10%
Due Date: Each Module Quiz is made available to the student via Canvas upon completion of the respective module.
Submission Details:
Student responses to quiz questions will be automatically captured and scored by Canvas, the Learning Management System.

Task: Completion of specific multiple choice and/or true/false questions on the content of each module.

Scope: Each Quiz will only cover the content of the specific module.
Length and Presentation
Five to 10 questions per Quiz.

Marking Criteria:
Correct or incorrect answers.

Learning objectives
1 to 6


Individual Participation
Weighting: The total weighting of Individual Participation is 10%.
Due Date: Ongoing

Task: Students are expected to fully participate in all individual and group activities throughout the duration of the course. Participation will be evaluated based on students’ preparedness, engagement and interaction.

Scope: This assessment will assess understanding of the course content presented and effort applied.

Marking Criteria:
The quality, insightfulness and synthesis of course content with personal and professional experience will enrich the learning experience for all students.

Learning objectives
1 to 6

All text based assignments must be submitted via the online course site. Please submit documents in a PDF format.
All text based assignments must be submitted via MyUni. Please refer to step by step instructions:
http://www.adelaide.edu.au/myuni/tutorials/

Presentation of Assignments
• Please must retain a copy of all assignments submitted.
• Please include as your first page an ‘Assignment Cover Sheet’, which is signed and dated by you before submission.
• All group assignments must be attached to a ‘Group Assignment Cover Sheet’, which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.

Lecturers can refuse to accept assignments, which do not have a signed acknowledgement of the University’s policy on plagiarism.

Assignment Guidelines including Referencing Details
A copy of the Postgraduate Programs: Communication Skills Guide will have been given to you at the beginning of your program. This guide will assist you structure your assignments. A copy of the guide can also be downloaded fromhttp://www.business.adelaide.edu.au/current/mba/download/2009MBACommSkillsGuide.pdf

This publication also provides guidelines on a range of other important communication skills including writing essays and management reports, making oral presentations etc.
In preparing any written piece of assessment for your postgraduate studies it is important to draw on the relevant ‘literature’ to support critical analysis. Also essential is to reference the literature used. Correct referencing is important because it identifies the source of the ideas and arguments that you present, and sometimes the source of the actual words you use, and helps to avoid the problem of plagiarism. (Further information on plagiarism is provided later in this course outline.)
The Harvard system is widely used in the Business School. Guidelines for the use of this style of referencing can be found in the Communication Skills Guide.

Further assistance with referencing is available from the Faculty’s Learning Support Advisors. The contact details are provided on page 6 of the Communication Skills Guide.

Late Assignment Submission
Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) will be penalised by a 5% mark reduction for each day that it is late. Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

Return of Assignments
Lecturer’s aim to mark and return assignments to students within two (2) weeks of the due date with written feedback. Students are responsible for collecting their marked assignments from either their tutorials or lectures. If assignments aren’t collected after two (2) weeks, the assignments will be available at the Student Hub for two (2) weeks. The remaining assignments will only be posted out to the students, if the correct mailing addresses are on the assignments.