INTBUS 7503 - International Entrepreneurship and Innovation (M)

North Terrace Campus - Trimester 3 - 2024

This course analyses how international opportunity identification and exploitation are often critical to the firm's long term growth and survival and often results in the firm seeking to exploit those opportunities by entering overseas markets. The course focuses on the development of skills to identify and evaluate international business opportunities by ventures that aspire to become international or extend the scope of existing international operations. Specific topics include understanding entrepreneurship and innovation as a process; opportunity identification competencies; cross-border expansion opportunities and challenges that entrepreneurs' face such as, for example, market entry, resourcing international operations (e.g. exporting), forming alliances, managing growth, and cross-border financing in different regions of the world. The course thereby provides students with the opportunity to focus on specific issues facing small to medium sized enterprises, some of which are also family run firms. Students develop an understanding of the constraints and advantages in developing a new venture and managing the additional burden of internationalization, which for some new ventures is rapid or accelerated.

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Course Details

Course Code	INTBUS 7503
Course	International Entrepreneurship and Innovation (M)
Coordinating Unit	Management
Term	Trimester 3
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: Glen 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 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 .

Coursework commences on 2. September 2024 via the online learning management system Canvas (MyUni) and continues through the Trimester.

Week	Week Starting	Module(s)	Intensive Date	Intensive Theme

1	02-09-24	M0 - Introductions & M1 - Understanding Entrepreneurship
2	09-09-24	M2 - The Entrepreneur	12. September, 9am - 5pm in Nexus10, 102, Teaching Room	Course Introduction; Effectuation: Heuristics of Expert Entrepreneurs (M2)
3	16-09-24	M3 - Finding and Evaluating Entrepreneurial Opportunities
4	23-09-24		26. September, 9am - 5pm in Ligertwood 216 Sarawak Room	Lean Startup Methodology, Business Model Canvas (M3)
5	30-09-24	M4 - Risk, Uncertainty and the Entrepreneur	3. October, 9am - 5pm in Nexus10, 102, Teaching Room	Risk, Uncertainty & Decision Making (M4)
6	07-10-24	M5 - Creativity, Innovation and Entrepreneurship
7	14-10-24	M6 - Globalisation and International Entrepreneurship	17. October, 9am - 5pm in Nexus10, 102, Teaching Room	Creativity & Innovation (M5); International Entrepreneurship (M6)
8	21-10-24	M7 – Entrepreneurship and Teams
9	28-10-24	M8 – Structures for Venture Control & Transitioning	31. October, 9am - 5pm in Nexus10, 102, Teaching Room	Venture Scaling & Transitioning (M8)
10	04-11-24	M9- Social Entrepreneurship
11	11-11-24		14. November, 9am - 5pm in Nexus10, 102, Teaching Room	Social Entrepreneurship (M9)
12	18-11-24
13	25-11-24

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.	2

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 Resources

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?', 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 vast majority of content will be delivered asynchronously online (MyUni) through an engaging blend of text, video and discussions.

Concepts will be applied and deepened through interactive and experiential sessions (Six intensive sessions 6 hours a day each).

The course content is as follows:

This course explores how increasing globalisation, rapid technological change and pressures on sustainability have all opened expansive opportunities, while also fuelling significant threats for today’s entrepreneurs.

Students explore how in today’s highly dynamic and interconnected world, entrepreneurs are well-served to take an iterative path forward using resources at hand as contingencies are identified. Students learn about assessing affordable losses and potential gain, as well as how entrepreneurs integrate diverse stakeholders and systems to have wide-reaching impact.

The course exposes the role of international markets for sustainability of small and medium sized organisations that build their competitive edge on innovation. While innovation is a key to winning against competition and business growth, it is resource-intensive and therefore often only profitable by reaching critical mass internationally.

Further attention is paid to protection of intellectual property (IP), which is significantly more complex in the international context. This demands not only understanding of existing legal frameworks, but necessitates a strategic approach to IP protection. Finally, students learn how entrepreneurial ventures manage risk management, establish robust governance and choose appropriate financing 最新糖心Vlog.

The course is delivered through a combination of engaging online modules and highly interactive and experiential intensive face-to-face sessions. Learning assessment includes case studies, group work, quizzes and short papers.

Workload

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

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

The content is organised as follows:
M-00 - Introductions
M-01 - Understanding Entrepreneurship
M-02 - The Entrepreneur
M-03 - Finding and Evaluating Entrepreneurial Opportunities
M-04 - Risk, Uncertainty and the Entrepreneur
M-05 - Creativity, Innovation and Entrepreneurship
M-06 - Globalisation and International Entrepreneurship
M-07 - Entrepreneurship and Teams
M-08 - Structures for Venture Control & Transitioning
M-09 - Social Entrepreneurship

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

No information currently available.

Assessment Related Requirements

Assessment Task		Weighting
Individual Project "Effectual Learning Plan"	Individual	50%
Group In-Class Exercises & Case Studies	Intensives	20%
Topic Dialogues / Discussion Board	MyUni	20%
Module Quizzes	MyUni	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.

Assessment Detail

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

Group exercises will take place during intensive sessions and are designed to deepen topic knowledge through interaction with fellow students. Group results will be submitted via MyUni and marked.

Detailed instructions on the individual project will be made available upon course commencement.

Case studies discussed in small groups during intensive sessions will apply theoretical knowledge to real-life situations. Group results will be submitted via MyUni and marked.

A quiz will be completed at the end of each online module and are intended to ensure adequate understanding of the material presented in preparation for intensive sessions and ensuing course material.

Individual participation (both in intensive sessions and in the online modules) is key to a rich learning experience for all students.

Submission

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 最新糖心Vlog’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.

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 .

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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