ENTREP 3003 - Ethics and Cultural Aspects of Entrepreneurship

North Terrace Campus - Semester 1 - 2018

The aim of this course is to enable students from a variety of backgrounds to understand different ethical and cultural backgrounds and how they impact on the decision making process of entrepreneurs. The course will explore the effect that ethics and culture has on entrepreneurs and entrepreneurial activity and how effective decision making is enhanced by an understanding of these differences.

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Course Details

Course Code	ENTREP 3003
Course	Ethics and Cultural Aspects of Entrepreneurship
Coordinating Unit	Entrepreneurship, Commercialisation & Innov Centre
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Intensive: 36 to 40 hours
Available for Study Abroad and Exchange	Y
Assessment	Individual assignments, group presentation, exam

Course Staff

Course Coordinator: Dr Wendy Lindsay

Program Director Contact Details: Innovation and Entrepreneurship
Name: Dr Wendy Lindsay
Email: wendy.lindsay@adelaide.edu.au

Teaching Staff
Name: Susie Chant
Email: susan.chant@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

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

1	Present the theory associated with different approaches to business ethics
2	Explain the concept of culture and why different societies have different cultural values
3	Explain why and how culture and business ethics influence entrepreneurial activities
4	Analyse the role of social entrepreneurs in society
5	Anticipate how social entrepreneurship impacts entrepreneurial activities

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)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 3, 4, 5
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2, 3, 4, 5
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1, 2, 3, 4, 5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 2, 3, 4, 5
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1, 2, 3, 4, 5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 2, 3, 4, 5

Learning Resources

Required Resources

The 最新糖心Vlog’s preferred textbook supplier is Unibooks:
Text book:
No Text book is required for this course.

The following readings will be made available through MyUni:
Austin, J., Stevenson, H. and Wei-Skillern, J. (2006). ‘Social and Commercial Entrepreneurship: Same, Different, or Both?’ Entrepreneurship Theory and Practice, Volume 30, Issue 1, pages 1–22, January 2006.

Davies, Ian and Crane, A. (2003) ‘Ethical Decision Making in fair trade companies’. Journal of Business Ethics, Jun, Vol. 45 (1-2), pp. 79-92.

Drayton, Bill. (2006) Everyone a Changemaker: Social Entrepreneur’s Ultimate Goal, available at Ashoka (2014) Everyone A Changemaker: Social Entrepreneurships Ultimate Goal https://www.ashoka.org/resource/4535

Hartman, Laura Pincus & DesJardins, Joseph R. c2008, 'Corporate social responsibility', in Hartman, Laura Pincus & DesJardins, Joseph R., Business ethics: decision-making for personal integrity and social responsibility, McGraw-Hill/Irwin, Boston, pp. 147-186.

Timmons, Jeffry A., Gillin L. Murray, Burshtein, Sam L., and Spinelli, Stephen (2011) New Venture Creation: Entrepreneurship for the 21st Century, A Pacific Rim Perspective. 1st 最新糖心Vlogn Edition, McGraw Hill 最新糖心Vlog. Chapter 7, “Opportunities for Social Entrepreneurship” pp.235-263; Chapter 10 “Ethical Decision Making” pp.371-390.

Recommended Resources

The following books, articles, reports and websites provide useful support material for this subject:

Dees, J. Gregory. (2001), “The Meaning of ‘Social Entrepreneurship” available at Center for the Advancement of Social Entrepreneurship (2014) Resources: Social Entrepreneurship-General.

Drucker, P.F., (1989), “What businesses can learn from non-profits.” Harvard Business Review, July-August

Elias, Jaan and J Gregory Dees, (1997), “The Normative Foundations of Business” Harvard Business School Note 9-897-012, June 10 1997

Fisher, Colin M. & Lovell, Alan (2006), 'Ethical theories and how to use them', in Fisher, Colin M. & Lovell, Alan, Business ethics and values: individual, corporate and international perspectives, 2nd ed., FT Prentice Hall, Upper Saddle River, NJ, pp. 99-147.

Griffiths, A. (2011), The big book of small business. Allen & Unwin, NSW, pp. 290-300.

Lawrence, A. T. and Weber, J. (2014). Business and Society: Stakeholders, Ethics, Public Policy. (14th Edition). New York: McGraw-Hill and Irwin, McGraw Hill Companies.

Murray, Robin, Caulier-Grice, Julie and Geoff Mulgan (2010), The Open Book of Social Innovation, available at The Young Foundation. (2014) The Open Book of Social Innovation

Muzyka, Daniel F., Churchill, Neil C. & MacMillan, Ian (1997), 'Entrepreneurship in the organization', in Birley, Sue, Muzyka, Daniel F. & Financial Times Ltd. (eds.), Mastering enterprise, FT/Pitman, London, pp. 305-320, 321-339.

Nash, Laura L. (1981), ‘Ethics without the sermon’, Harvard Business Review, vol. 59, no. 6, pp. 79-90.

Sexty, R. W. (2011) Canadian Business and Society: Ethics and Responsibilities, 2nd Edn. McGraw Hill Ryerson Ltd. Chapter 7.

Nicholls, Alex (ed.) (2006) Social Entrepreneurship: New Models of Sustainable Social Change, Oxford 最新糖心Vlog Press, Oxford.

Thompson, John, Alvy, Geoff & Lees, Ann (2000), ‘Social entrepreneurship – a new look at the people and the potential’, Management Decision, vol. 38, no. 5, pp. 328-338.

Timmons, Jeffry A., Gillin L. Murray, Burshtein, Sam L., and Spinelli, Stephen (2011) New Venture Creation: Entrepreneurship for the 21st Century, A Pacific Rim Perspective. 1st 最新糖心Vlogn Edition, McGraw Hill 最新糖心Vlog. Chapter 10 “Ethical Decision Making and the
Entrepreneur” pp. 371-389; Chapter 7 “Opportunities for Social Entrepreneurship” pp. 235-263

Websites

(World Economic Forum)
(Institute of Business Ethics)

Library Resources
The 最新糖心Vlog of Adelaide’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 最新糖心Vlog’s website. .

Online Learning

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

Learning & Teaching Modes

This course is delivered in intensive block mode, comprising six Lecture/tutorials over two intensive blocks on the prescribed dates. The Lectures combine presentation of material followed by class discussion, while the Tutorials rely on discussion of case studies and small group work.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

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

This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.

Sessions	Content	Activities
1	• Introduction • Assessments • Topic 1: What is business ethics?	• Lecture: Introduction to business ethics • Tutorial: Case Study • Workshop: Values
2	• Topic 2: CSR theory • Topic 3: Social entrepreneurship	• Lecture: CSR theories • Tutorial: discuss readings; CSR research • Tutorial: Ashoka • Tutorial: social entrepreneurship discussion
3	• Topic 4: Culture • Topic 5: Ethical Consumers	• Lecture: Culture • Tutorial: Case Study • Lecture: Ethical Consumers • Tutorial: Group work A2
4	• Topics 1-5: Review • Assessment Review	• Lecture • Tutorial: group work A2
5	• Group Presentations • Course Review and exam preparation	Assignment 2 presentation Exam study
6	• Course Review and exam preparation • Exam	Exam Study Assessment 3: Exam

Small Group Discovery Experience

SGDE is available in the Individual assignment where research skills are developed as part of a process of developing an argument based on Corporate Social Responsibility (CSR). Students develop and report on the research required to analyse the different viewpoints. Individual and group problem-solving skills are developed in the tutorials and assessed in the group assignment. Students are required to research and analyse ethical issues such as those related to CSR and Social Entrepreneurship. Students develop and extend analysis skills by researching and developing solutions that address their identified research questions.

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

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

#	Assessment	Length	Weighting	Learning Outcomes
1	Essay	1000 words	30%	1, 2, 3
2	Group presentation	15 minutes + 5 mins Q&A	30%	1, 2, 3, 4, 5
3	Exam	2 hours + 10 mins reading time	40%	1, 2, 3, 4, 5
	Total		100%

Assessment Related Requirements

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 Detail

Assessment 1: Essay
Weighting: 30%
Task: Discuss whether entrepreneurs should be concerned with corporate social responsibility.

Assessment 2: Group Presentation
Weighting: 30%
Task: Compare and contrast a social entrepreneurship business and a similar for profit entrepreneurial business taking into account:
a) entrepreneur's profile for each business
b) ethical and cultural issues/constraints
c) market/social issue to be resolved
d) what you have learnt from studying these two businesses

Assessment 3: Exam
Weighting: 40%
Task: The closed-book exam will be 2 hours in duration, with 10 minutes allocated for reading time. The exam consists of True/False and Multiple Choice questions (total 50 marks) derived from each of the 5 Topics in the Study Guide. Short Answer questions (total 50 marks) require students to articulate the main points related to the question. Each Short Answer question is worth from 2-10 marks (each point answered for each respective question is worth 1 mark). The Short answer section covers organisational culture, family business culture and cultural theories.

Submission

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 include in the assignment a completed 最新糖心Vlog of Adelaide 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: An application for Assessment Extension 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 medical, compassionate or extenuating circumstances.
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.

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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