成人大片

Program Director Contact Details:
Innovation and Entrepreneurship
Name: Dr Gary Hancock
Email: gary.hancock@adelaide.edu.au
Phone: +61 8 8313 0125

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Teaching Staff

Summer School & Winter School
Name:  Manjula Dissanayake

Short Bio:
Manjula is a researcher in innovation and entrepreneurship at the Entrepreneurship Commercialisation and Innovation Centre (ECIC), 成人大片. Prior to starting his PhD candidature at the ECIC, he was a founding member with highly successful technology start up companies, one of which was acquired by Symbol Technologies (now a Motorola Company) in 2002. Manjula has worked on innovative projects for leading clients including the Fortune 500 in retail, banking and government sectors across more than 10 countries. Manjula has been a faculty member of Manchester Metropolitan University (MMU) – Bachelors in Information Systems program where he lectured, mentored and supervised students. He has also been a lecturer for the Accelerating Information Technology Initiative (AITI) at Massachusetts Institute of Technology (MIT). Manjula has co-authored granted US patents in the technology space mainly for the retail industry. He has served on numerous boards of universities and industry chambers including the American Chamber of Commerce, Sri Lanka. He has presented and chaired sessions at international conferences on Entrepreneurship in USA, Australia and in Sri Lanka and co-authored a book chapter on Entrepreneurship Education in Necessity-based Contexts. Manjula has served the judging panel at international competitions on
entrepreneurship where he has also mentored the founders of technology start up companies. He obtained his Bachelors in Information Systems from MMU, UK with a First Class Honours and Masters in Advanced Computing from School of Computing - University of Colombo, Sri Lanka. Manjula has also obtained his executive management training from Stanford University, USA. He lives in Adelaide with his wife Mano and children Savin and Saheli.

Email: manjula.dissanayake@adelaide.edu.au

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Semester 1
Name: Matthew McKinlay

Short Bio:
Matthew is currently completing his PhD in innovation, with a focus on the iPod, digital music and the internet. Previously, Matthew has researched entrepreneurship at a state level in Australia, using data from the Global Entrepreneurship Monitor, which is an international research program coordinated by Babson College (US) and the London School of Economics (UK).  

Email: matthew.mckinlay@adelaide.edu.au

Phone: +61 8 8313 7422

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Semester 2
Name: Dr Peter Foster

Short Bio:
Dr. Peter Foster is a senior company executive with extensive experience across a wide variety of industries ranging from startup through public company environments. He is a creative entrepreneur having founded and grown numerous technology and commercial ventures.

Dr. Foster has a range ofbusiness interests.  He invented the core technology,founded and ledhigh-tech companyChronoLogic Pty. Ltd.to acquisitionby an Australian listedcompany,Silex Systems Ltd. Dr. Foster headed thebusiness unit for Silex for a number of years before repositioning the assets for divestment. He provided the vision and led business development activities for the company.  In 2004 he co-founded The ElectricRoom,one ofAustralia’s firstonline retailers of professional audio recording equipment.In 2007 heco-founded Magenta Audio, a high end hi-fi distribution company. In 2009 Dr. Foster advised on the structure and businessplan fora medical records startup, iDataMap Pty.Ltd.and took a leadership guidance role. In 2014 Dr.Foster co-foundedLongwood Audio andacquired the assetsof the Halcrohigh end audio amplifier business.

Dr. Foster formed VentureNext Pty Ltd. in 2010 as a vehicle for consulting and earlystage company investment. VentureNext consults on healthcare and startup company strategy in Australia and via partnerships with colleagues in the US and Asia through his company.

Dr. Foster received hisPhD in Physics from the 成人大片. Prior to founding ChronoLogic, he held positions of Senior Laser Physicist at Norseld Pty. Ltd, an Australian medical laser manufacturer as well as Guest Scientist at the Department of Metallic Materials, University of Bayreuth, Germany.

Dr. Foster has extensive experience with the invention and intellectual property protection process.  He has invented numerous patented technologies and managed the entire process from invention capture through drafting and examination. Dr. Foster holds over 50 international patents.

Email: peter.foster@adelaide.edu.au

Class #95059
Intensive:
Monday 26th to Friday 30th June 2017
9am-6pm
Barr Smith South, 3022, Polygon Lecture Theatre
 
Examination:
Monday, 3rd July 2017 at 10am
Hughes 113

Class #95060
Intensive:
Monday 10th to Friday 14th July 2017
9am-6pm
Marjoribanks, 126, SANTOS Lecture Theatre

Examination:
Wednesday, 19th July 2017 at 10am
Engineering South S112

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

1. Identify the difference between an idea and an opportunity 
2. Assess the potential of an opportunity and to determine its viability practical, social and commercial implications
3. Examine entrepreneurial behaviour & characteristics associated with successful entrepreneurship
4. Illustrate how to attract resources including finances to exploit an identified opportunity
5. Identify how to manage intellectual property, legal structures, ethical issues and risks of a new venture
6. Prepare a feasibility report for an identified opportunity to assess its feasibility and sustainability

No textbook required.

The following list of readings replaces a prescribed text for the course. These readings are available for download on MyUni, and you will be referred to further resources within class and on the course website.

Deakins, David & Freel, Mark 2006, 'The entrepeneur : concepts and evidence', in Entrepreneurship and small firms, 4th ed., McGraw-Hill Education, Maidenhead, pp. 1-24.

Shane, Scott Andrew 2003, 'The role of opportunities', in A general theory of entrepreneurship: the individual-opportunity nexus, E. Elgar, Northampton, MA, pp. 18-35.

Timmons, Jeffry A. & Spinelli, Stephen c2009, 'Ch. 3 The Entrepreneurial process -- Ch. 5 The opportunity: creating, shaping, recognizing, seizing', in New venture creation: entrepreneurship for the 21st century, 8th ed., McGraw-Hill/Irwin, Boston, pp. 101-125.

Mazzarol, Tim 2006, 'Entrepreneurs versus owner-managers: theories of new venture creation', in Small business management: an applied approach, 1st ed., Tilde University Press, Prahan, Vic., pp. 27-61.

Frederick, Howard H., Kuratko, Donald F. & Hodgetts, Richard M. 2006, 'Intrapreneurship : developing corporate entrepreneurship', in Entrepreneurship: theory, process, practice, Asia Pacific ed. /, Thomson, South Melbourne, pp. 46-65.

Zimmerer, Thomas W., Scarborough, Norman M. & Wilson, Doug 2007, 'Inside the entrepreneurial mind: from ideas to reality', in Essentials of entrepreneurship and small business management, 5th ed., Prentice Hall, Upper Saddle River, N.J., pp. 41-59.

Barringer, Bruce R. & Ireland, R. Duane c2008 [i.e. 2007], 'Building a new-venture team', in Entrepreneurship: successfully launching new ventures, 2nd ed., Pearson/Prentice Hall, Upper Saddle River, NJ, pp. 254-267.

Hatten, Timothy S. c2006, 'Small business finance', in Small business management: entrepreneurship and beyond, 3rd ed., Houghton Mifflin Co., Boston, pp. 249-259.

Longenecker, Justin Gooderl, Moore, Carlos W., Petty, J. William & Palich, Leslie E. c2006, 'The financial plan, part 2: finding sources of funds', in Small business management: an entrepreneurial emphasis, 13th ed. /, Thomson/South-Western, Mason, OH, pp. 236-249.

Hisrich, Robert D., Peters, Michael P. & Shepherd, Dean A. 2010, 'Entrepreneurial strategy: generating and exploiting new entries', in Entrepreneurship, 8th ed., McGraw-Hill/Irwin, New York, NY, pp. 64-90.

Shaw, William H., Barry, Vincent E. & Sansbury, George 2009, 'The nature of morality', in Moral issues in business, 1st ed., Cengage Learning, South Melbourne, Vic., pp. 3-56.

Bates, Tony c2003, 'Introductory remarks on knowledge, learning and teaching', in Bates, Tony & Poole, Gary, Effective teaching with technology in higher education: foundations for success, 1st ed., Jossey-Bass, San Francisco, pp. 25-45, 283-291.

Trott, Paul, 'Innovation management: an introduction' 2002, in, Innovation management and new product development, 2nd ed., Financial Times Prentice Hall, Harlow, pp. 3-30.


Library Resources
The 成人大片’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. .

is the 成人大片's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study.

This course is offered in blended learning mode with the face-to-face component offered as intensives.

As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).

Learning Activities Summary

Intensive Day*	Content	Activities
1	Session 1: Introduction to entrepreneurship	Workshops in class
1	Session 2: Generating and screening business ideas	Workshops in class
2	Session 3: Teams and resources	Workshops in class
2	Session 4: Writing the Concept Statement report	In class discussion
3	Session 4: Managing resources	Workshops in class
4	Session 5: Structures and strategies	Workshops in class
5	Session 6: Practical applications	Workshops in class
5	Session 7: Writing the feasibility report	In class discussion
*depending on class progress

Session 1: Introduction to entrepreneurship

1-1: Introduction to the course

Learning objectives
After this module, you will have an overview of the whole course. You will be introduced to the other students, and will be allocated into a team for group work.

Exercise (in teams)
Discuss your hopes for course, what you want to get out of it. Write a list of points, and then compare it with other teams' hopes and expectations. The lecturer will then comment on which are likely to be achieved, and which might not. Use Worksheet 1-1 for this exercise.

1-2: The nature and importance of entrepreneurship

Learning objectives
After this module, you should know what innovation and entrepreneurship are and why they are important to society.

Exercise (in teams)
Use Worksheet 1-2 to examine motivations for starting a new venture and the entrepreneurial decision making process.

1-3: Forms of entrepreneurship

Learning objectives
This module will explain the Timmons model of entrepreneurship, and also gives you an overview of corporate entrepreneurship (“intrapreneurship”), social entrepreneurship, “ecopreneurship,” and minority entrepreneurship in its several forms.

Exercise (individual)
Use the template provided in Worksheet 1-3.

Session 2: Generating and screening business ideas

2-1: The entrepreneurial mind

Learning objectives
After this module, you should know about the motivations of entrepreneurs, the importance of role models and support systems, and understand the differences between inventors and entrepreneurs.

Exercise (individual)
Complete the entrepreneurship quiz - Worksheet 2-1.
2-2: Identifying Opportunities

Learning objectives
After this module, you should be able to generate potential business ideas using a range of methods and by removing mental blocks to creativity.

Exercise (individual)
Use Worksheet 2-2 to generate some ideas that might result in a possible business. Be prepared to present a couple of your best ideas to the whole class.

2-3: Screening business opportunities

Learning objectives
After business ideas have been generated, they need to be screened. Many ideas cannot be converted into successful businesses, for reasons that are often obvious to outsiders. After this module, you will be familiar with the dimensions for screening new product opportunities, how to use a product opportunity screening diagnostic, and how to use the results of that process.
After this module, you should know how to identify aspects that make a business concept successful, and be able to write a high quality concept statement.

Exercise (in teams)
Combine the ‘best’ ideas from each team member, and then carry out a simple selection and screening process to indicate the potential of these ideas as a business opportunity. Use Worksheet 2-3 as provided for this module.

Session 3: Teams and resources

3-1: The team

Learning objectives
In this module, you are introduced to the concept of building a team. In your team, write a concept statement for your chosen business opportunity as the first step in planning.

Exercise (in teams)
The aim is to select what appears to be the most promising business idea for the team and detail the idea in the form of a concept statement, using Worksheet 3-1.

3-2: Building a resource base

Learning objectives
This module is based on the resource-based view of the firm. You are shown an approach for identifying the resources that you will need to make sure that your venture will ‘get up’ and be competitive in the market place.

Exercise (in teams)
Use Worksheet 3-2 to map the resources for your proposed venture. This will help you to identify resources you already have, resources you will need, and the priorities that you need to give each of these resources. You may not be able to complete the whole worksheet during this module, but you can come back to it later.
3-3: Protecting your idea

Learning objectives
After this module, you should know about the main types of intellectual property (IP), how they can be protected from unauthorized use, and when it is relevant to use each type. These include patents, registered designs, trademarks, business names, domain names, copyright, and confidentiality and non-disclosure agreements.

Exercise (in teams)
Use Worksheet 3-3 to work out how to protect the intellectual property expected to arise from the business concept you are developing.

Session 4: Managing resources

4-1: Accessing finance

Learning objectives
How can a new, small business get access to the resources it needs - in particular, the financial resources? After this module, you should know the type of financing you will need at each stage of development of the new venture and where to look for financial support.

Exercise (in teams)
For your team’s chosen business concept: consider the main types of resources you will need, and the advantages and disadvantages of outsourcing each of them. Record your conclusions on Worksheet 4-1.

4-2: Accessing resources

Learning objectives
The entrepreneurial approach to acquiring necessary resources is to use ‘other people’s resources’. After this module, you should know why entrepreneurs seek to minimise resource ownership, how they gain access to ‘other people’s resources’ without owning them. You will also look at how franchising can be a way of accessing resources.

Exercise (in teams)
For your team’s chosen business concept: consider the main types of non-financial resources you will need, and the advantages and disadvantages of outsourcing each of them. Use Worksheet 4-2 to record your team’s thoughts and ideas.

4-3: Managing risk

Learning objectives
In this module, you will learn about the two main types of risks faced by entrepreneurs (omission and commission), quantifying risk and selecting suitable risk levels, and methods that can be used to reduce needless risk.

Exercise (in teams)
Using the template provided (Worksheet 4-3), assess the major risks for your team’s proposed business venture.

Session 5: Structures and strategies

5-1: Business ethics

Learning objectives
This module includes discussion on how to structure a business in a way that matches the entrepreneurial strategy being used. After this module, you should know the main structures available for new venture creation. You will also understand why high ethical standards are vital in sustaining a business.


Exercise (in teams)
Use Worksheet 5-1. For your team’s chosen business concept: consider the following aspects of its activities and identify possible ethical issues that might arise. Suggest how you might deal with these.

5-2: Entrepreneurial strategy

Learning objectives
This module focuses on how to plan the best way to enter the market with your new venture. It includes discussion on the resources that underpin successful entry strategies and the practical value and limitations of popular entry strategies.

Exercise (in teams)
Issue for discussion: Under what conditions would a first-mover advantage be most likely to continue? Use Worksheet 5-2 to record answers.

5-3: Reaching your customers: distribution channels

Learning objectives
It is no use having the world’s best innovation if it cannot reach the target markets. This module covers issues relating to the selection of distribution channels for a new venture. After this module, you should be able to select the most appropriate set of distribution channels for each type of business venture.

Exercise (in teams)
Refer to Worksheet 5-3, which includes a case study of a business that makes clothes to order for people of unusual sizes. Discuss the case study.

Session 6: Practical applications

6-1: Practical marketing

Learning objectives
This module includes a brief overview of ‘how marketing works’ and an exercise on interviewing customers for the new venture. After this module, you will understand the basic concepts of marketing and you will be able to carry out a simple interview to gather primary marketing information.

Exercise (in teams)
The purpose of this simple customer survey exercise is to give each team member experience in developing a simple questionnaire, interviewing another person, and compiling the data. This is important preparation for an activity that all students are required to carry out as part of this course.

Important Note:
This exercise will not turn students into market researchers or equip you to carry out consumer research as a consultant. However, it will give you an idea of what is involved in researching customer needs and perceptions, and appreciate the complexity and subtleties of this kind of work.

6-2: Forecasting sales

Learning objectives
A key part of your feasibility plan is to estimate how much you are likely to sell in each of the next three years. To make a plausible forecast is an art, particularly for products and services that are new to the market. The crucial aspect of any forecast is deciding how much credence to place in it. After this module, you should understand the basics of forecasting, with particular focus on the forecasting of innovations and on sales forecasting. You should also be able to understand the limitations of forecasts – both published forecasts and your own.

Exercise (in teams)
Using the Canon Digital Lifestyles Index, (www.canon.com.au/ftp/canon digital lifestyle index 2004.pdf) estimate the sales figures for digital still cameras in Australia. Detailed information is in Worksheet 6-2.

6-3: The feasibility plan

Learning objectives
The final module is about planning. After this module, you should know the difference between a feasibility plan (or business case), business plan, strategic plan, operational plan, and marketing plan. In particular, you will know how to write a sound feasibility plan.

Exercise (in teams)
Draw up a project plan that details who is going to do what tasks by which date. Make sure you have time for research, writing and discussing your individual tasks. Decide early who will do the final edit, and by what time everyone will get their final draft to them. If you foresee difficulties that you are unable to resolve, see the lecturer about them as soon as possible.

An overview of the course assessment appears in the following Table. Details appear in the following section:

#	Assessment	Length	Weighting	Due Date	Learning Outcomes
1	Individual report	1500 words	30%	See MyUni	1, 2, 4, 5
2	Group assignment	4000 words	30%	See MyUni	1-6
3	Exam	2 hour, closed book	30%	See MyUni	1-5
4	Individual Participation and Group Contribution	Course duration	10%	Ongoing	1-6
	Total		100%

Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.

Course results are subject to moderation by the ECIC Board of Examiners

Assessment 1: Individual Report
Weighting: 30%
Submission Details: Online through MyUni

Task:
Pick a business idea that you developed in class but not chosen as the group project. Prepare a concept statement that outlines the important aspects of the opportunity. Use the concept statement format provided .

Scope:
This assignment will assess your understanding of the topics presented, discussed and/or applied over days 1, 2 and 3 of the course.

Length and Presentation:
1500 words

Criteria by which your assessment will be marked:
Will be provided by the lecturer in class.




Assessment 2: Group Assignment
Weighting: 30%
Submission Details: Online through MyUni

Task:
Write a feasibility plan for a business opportunity that you have identified during the course. Use the feasibility plan outline provided. Your conclusion from this report is to either proceed to a business plan or ‘drop’ the idea in its present form. You may wish to provide a conclusion that identifies what must be changed in the concept before it is developed further. Each member of the group will receive the mark that is awarded to the assessment. Therefore, it is important that a plan is developed for the tasks of researching and writing of the report.

Scope:
This assignment will assess your understanding of course topics presented and discussed over days 1 to 6 of the course.

Length and Presentation:
4000 words

Criteria by which your assessment will be marked: Will be provided by the lecturer in class.



Assessment 3: Exam
Weighting: 30%
Submission Details: 2 Hour In-class examination

Task:
The closed-book exam will be 2 hours ion duration, and will contain questions derived from the lectures and readings. Further details will be provided during the lectures.

Scope:
This assessment will assess your understanding of the course content presented and discussed throughout days 1 to 6 of the course.

Length and Presentation:
2 hour, closed book

Criteria by which your assessment will be marked:
Will be provided by the lecturer in class.




Assessment 4: Individual Participation and Group Contribution
Weighting: 10%

Task:
To fully particpate in all individual and group tasks and activities throughout the duration of the course. Particiaption will be evaluated based on students’ preparedness, interaction, and in-class work (whole class and group work).

Scope:
This assessment will assess understanding of the course content presented and discussed throughout days 1 to 6 of the course.

Criteria by which your assessment will be marked:
Will be provided by the lecturer in class.

All text based assignments must be submitted via MyUni.
Please refer to step by step instructions:

There are a few points to note about the submission of assignments:

• Assignment Submission:  Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
• Cover Sheet:  Please submit, separate to your assignment, the completed 成人大片 Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work.  Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
• Backup Copy of Assignments:  You are advised to keep a copy of your assignments in case the submitted copy goes missing.  Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
• Extensions of Time:  Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer.  Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date.  Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
• Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade.  Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above).  Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

Resubmission & Remarking
Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.