Australian entrepreneur and his/her business venture 代写
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Australian entrepreneur and his/her business venture 代写
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
Australian entrepreneur and his/her business venture 代写
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
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 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:
La Trobe University
2
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
3
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
[email protected] 03 9479 6079 DWB327
Workshop facilitators Melbourne Esha Thukral
[email protected] To email for appointment(s)
To email for appointment(s)
To email for appointment(s)
To email for appointment(s)
To email for appointment(s)
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
4
SUBJECT INTENDED LEARNING OUTCOMES (SILOS)
Upon successful completion of this subject, you should be able to :
1
Identify a business venture by analysing the environment and presenting alternative futures, and establish good social and financial
outcomes.
2
Australian entrepreneur and his/her business venture 代写
Critically analyse a business plan by investigating opportunities to extend a business and adapt to achieve social and financial
outcomes.
3
Present a convincing and novel identification of business problems from a company perspective and to evaluate future
entrepreneurial ideas.
4
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.
7
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
5
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)
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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
7
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
Australian entrepreneur and his/her business venture 代写
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
8
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
9
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:
[email protected] 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
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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,
8
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,
8
b, c,
d, e
6 w/b
28 th Aug
Business Model Canvas Pre-class readings and preparations
Workshop activities
Group presentations
(Assessment 1)
Australian entrepreneur and his/her business venture 代写
30%
Readings and other
materials posted on LMS
3, 4, 6,
8
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
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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
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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
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
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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
03
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.
/5
Cultural
understanding
Cultural
literacy
04
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.
/5
Speaking
Speaking
06
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.
/5
Teamwork
Teamwork
including
leadership
& working
in groups
08
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.
/5
COMMENTS /30
La Trobe University
15
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.
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.
/5
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.
/2
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
Australian entrepreneur and his/her business venture 代写
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.
/5
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.
/5
COMMENTS /30
La Trobe University
16
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.
/5
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.
/5
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.
/5
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.
/5
COMMENTS /40
Australian entrepreneur and his/her business venture 代写
