INTBUS 7503 - International Entrepreneurship and Innovation (M)
North Terrace Campus - Trimester 1 - 2024
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General Course Information
Course Details
Course Code INTBUS 7503 Course International Entrepreneurship and Innovation (M) Coordinating Unit Management Term Trimester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours per Trimester Available for Study Abroad and Exchange Y Assumed Knowledge COMMGMT 7104, ECON 7200, ACCTNG 7025, INTBUS 7500, COMMERCE 7039, COMMGMT 7006 Assessment Exam/assignments/tests/tutorial work as prescribed at first lecture Course Staff
Course Coordinator: Dr Olga Muzychenko
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 最新糖心Vlogn Institute of Company Directors and holds a BA (最新糖心Vlog of Michigan); MBA (Thunderbird School of Global Management); Graduate Certificate in Science and Technology Commercialisation, and a Master of Applied Innovation and Entrepreneurship (最新糖心Vlog of Adelaide).
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".Course Timetable
The full timetable of all activities for this course can be accessed from .
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
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. 最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,3,4,5,6 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1,2,3,4,5,6 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3,6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1,2,3,4,5,6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
4,6 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Required Resources
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.
Recommended ResourcesTentative 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?', 最新糖心Vlog 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.Recommended Resources
Online Learning
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. -
Learning & Teaching Activities
Learning & Teaching Modes
The course is delivered via 36 hours of face-to-face interactive seminars.
Activities include, but are not limited to, group discussions, group project work, case studies, and individual and group presentations.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The 最新糖心Vlog 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.Learning Activities Summary
Seminar* 1: Course overview. International entrepreneurship, innovation and their connection: Theory and concepts.
Seminar 2: What international entrepreneurs do and how they lead. International entrepreneurship personal development plan.
Seminar 3: International opportunity identification for entrepreneurial ventures (part 1).
Seminar 4: International opportunity identification for entrepreneurial ventures (part 2).
Seminar 5: Partnerships, alliances and access to resources in international entrepreneurship.
Seminar 6: Market entry via franchising.
Seminar 7: International expansion of innovation-based ventures.
Seminar 8: Scaling up internationalisation.
Seminar 9: International Entrepreneurship Personal Development Plan presentations.
Seminar 10: Internationalisation plan progress check-in
Seminar 11: Group work to prepare comments and questions for an assigned internationalisation plan.
Seminar 12: Presentations of internationalisation plans.
*Each seminar is 3 hours long
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Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
International entrepreneurship personal development plan (25%) and presentation (5%)
Individual case study report (30%)
Individual class participation (10%)
Group project: Internationalisation plan and presentation (25%). Feedback on assigned internationalisation plan (5%)
For specific due dates, please see the MyUni course site.Assessment Detail
International entrepreneurship personal development
plan (25%) and presentation (5%)
Individual case study report (30%)
Individual class participation (10%)
Group project: Internationalisation plan and
presentation (25%). Feedback on assigned internationalisation plan (5%)
More information is available on MyUni course siteSubmission
All text-based assignments, including PowerPoint presentations, must be submitted via the MyUni course site.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
