最新糖心Vlog

Program Director Contact Details:
Innovation and Entrepreneurship (PG)
Name: Prof Paul Steffens
Phone: +61 8 8313 7512
Email: paul.steffens@adelaide.edu.au

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Teaching Staff:
Term 2 and Term 4 online

Name: Dr Alistair Campbell

Short Bio:
Email: a.campbell@adelaide.edu.au

Monday 10th April 2017 to Sunday 18th June 2017

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

1. Devise a framework to guide the development of an independent research project in an area of your interest within the field of entrepreneurship
2. Select a relevant research topic, encompassing the question to be addressed, appropriate theories and potential approaches
3. Design a literature search strategy based upon key concepts
4. Apply skills to review, analyse, critique, cite, and reference research literature;
5. Express familiarity with the field of entrepreneurship research including it's history of development, the main knowledge areas and sub-topics and the current debates at the research frontier.

The 最新糖心Vlog’s preferred textbook supplier is Unibooks:

Text book:
Bui, Y. N. (2014). How to write a Master’s Thesis (2nd ed.). Thousand Oaks, California, USE: Sage Publications Inc.

Also available through Google Books eVersion:


Journal Articles:
A number of selected readings will be assigned on the history of entrepreneurship research, selected sub-topics, and current
debates. Completion of all assigned readings is compulsory.

Additional Online Resources that may assist

Murray, R. (2011). How to write a Thesis, Open 最新糖心Vlog Press, McGraw Hill Education, England.
Available at: http://books.google.com.au/books?hl=en&lr=&id=9nzaT3M7IK4C&oi=fnd&pg=PP1&dq=how+to+write+a+masters+thesis&ots=OR_RvFI2lP&sig=Jlg4C8WbutMWdF1EJGsINqqg_k8#v=onepage&q=how%20to%20write%20a%20masters%20thesis&f=false
 OR
http://nashaucheba.ru/docs/56/55465/conv_1/file1.pdf
 

Whisker, G. (2008), The Postgraduate Research Handbook: Succeed with Your MA, MPhil, EdD and PhD, Palgrave MacMillan, New
York, USA.
Available at:
http://books.google.com.au/books?hl=en&lr=&id=tdxeAQAAQBAJ&oi=fnd&pg=PP1&ots=odkVmrLwyl&sig=nfPwB_QJjyR1SfO7Swqg8oVthuI#v=onepage&q&f=false
 

Evans, D., Gruba, P. & Zobel, J. (2011), How To Write A Better Thesis, Melbourne 最新糖心Vlog Publishing, 最新糖心Vlog.
Available at:
 

Additional Print Resources
The following authors and texts may be useful in developing research approaches. While the dates may be a little old in some cases, more up to date editions by these authors are available.

· Creswell, J. W. (1998). Qualitative Inquiry and Research Design, Sage Publications, Inc., Thousand Oaks, California.

· Denzin, N. K. & Lincoln, Y. S. (2003). The Landscape of Qualitative Research (2nd ed.).  Sage Publications, California, USA.

· Johnson, R. B.  & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14-26.

· Neuman, W. L. (1994). Social Research Methods: Qualitative and Quantitative Approaches (2nd ed.). Massachusetts, USA: Allyn and Bacon.

· Sharp, J. A. & Howard, K. (1996). The Management of a Student Research Project, England: Gower Publishing Ltd.

· Yin, R. K. (1994). Case Study Research: Design and Methods. Thousand Oaks, CA.: Sage Publications, Inc.

· Veal, A. J. (2005). Business Research Methods: A Managerial Approach, 最新糖心Vlog: Pearson Education 最新糖心Vlog.
 

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. .

LEARN is the 最新糖心Vlog of Adelaide’s platform for dedicated online delivery. LEARN is a customised version of Moodle, and houses all course requirements including the course profile, announcements, additional course materials (beyond the prescribed text), assessment items, discussion forums, grading, feedback, links to various university and course resources, an internal website email system, a technical assistance facility, etc. LEARN is only accessible once the URL and a password have been provided to the student on enrolment. Students are given access to the course prior to the start date to familiarise themselves with the operational aspects and functionality of the website.

This course is offered in online mode.

As a guide, a 3 unit course comprises a total of 156 hours.

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

Week	Content	Readings/Activities
1	Introduction and the Research Problem	Bui (2014) Chapters 1 & 2 Draft a research topic and question
2	Reading & Reviewing The Literature – Part 1	Bui (2014) Chapter 3 Conduct a literature search on key terms related to your research topic
3	Reading & Reviewing The Literature – Part 2	Bui (2014) Chapters 3 & 4
4	Choosing Interesting Research Topics: Writing an Introduction	Bui (2014) Chapter 2 & 5 Develop the key issues that shape your research topic
5	Literature Analysis & Critique: Writing a Literature Review	Selected readings Literature Review
6	History of Entrepreneurship Research & Main Sub-Topics	Selected readings
7	Current Debates in Entrepreneurship Research	Selected readings
8	Making an Impact: Writing a Discussion & Conclusion	Bui (2014) Chapter 9 Develop the storyline and trace the thread of your Literature Review
9	Research Ethics; Formatting and Referencing, Setting up Styles	Bui (2014) Chapter 9 Develop the storyline and trace the thread of your Literature Review
10	Wrap up	Research Project Literature Review

#	Assessment Task	Task Type	Length	Weight	Due Date/Week	Learning Outcomes
1	Contribution to Discussion	Individual	N/A	10%	Days 3-7 All Weeks	1, 2
2	Literature Analysis	Individual	Min 1500 words, but expect ~ 5 pages	30%	Day 7 Week 5	1a, 1c, 2b, 2c
3	Research Project Literature Review	Individual	Max 5000 words	60%	Day 7 Week 5	1, 2b, 2c
	Total			100%

Candidates will be assessed by engaged participation (including contribution to class discussions), and submission of two assignments.  All assignments must be completed to be eligible to pass the course. Coverage of the lecture materials and
participation in the presentation sessions are compulsory.

It is expected that assignments will be typed in English, using word processing software such as Microsoft Word. The preference is for you to submit an electronic word file.

Don’t cram too many words onto a page: use a line spacing of 1.5 lines.

Students must complete all course assessment requirements and must regularly consult with the lecturer to be eligible to pass the course. 

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

Assessment 1: Contribution to Discussion
Weighting: 10%
Due Dates: Weeks 1-10

Task:
You are expected to complete all assigned readings, actively contribute to their discussion and debate; as well as initiate and comment upon issues throughout the course.

Scope:
It is requisite that each individual participant fully contributes to the group learning environment.

Length and Presentation:
Successful online learning requires active discussion area participation.
Substantive participation is measured by recording the posting date on which a student makes a substantive posting in the classroom.  Examples of substantive participation do not include the posting of assignments or a question you might have for the
teaching staff or the group.  Substantive participation does include responses to discussion questions as well as discourse between students related to the subject matter.  Substantive responses must be based upon the course content, theory, or personal experiences, not mere opinion.  A simple "I agree" will not count.

Substantive responses also should include appropriate documentation/citation where appropriate.  The point value of participation in the learning experience is defined within each assignment as presented in the assignment pages associated with each course;
and/or as directed by the teaching staff.

Students must contribute to the class discussion in a substantive way each week.  As a general rule of thumb, students need to post at least 2-3 substantive responses each week beyond the posting of assignments.  However, students should not be
limited in the number of discussion postings that they contribute each week.   Quantity is considered important, but the quality of the responses is even more important.

Students are expected to read all discussion area postings.  The quality of the student responses will be graded.  Students will earn weekly participation grades based upon the quality of their responses to weekly assignments, including discussion questions.

Posting assignments or emails to students and/or teaching staff outside of classroom threads does not count as discussion participation.

Participation in the discussion area must be completed before 11:59:59 pm ACST/ACDT.  For participation to count for grades or assignments, it must be submitted within this time period and by the specified due day.

Criteria by which your assignment will be assessed:
You will receive a combined participation grade for all of the discussions on a cumulative basis worth 100 points and a total of 10% toward your final grade.  These will be graded in two sections as Weeks 1-5 and Weeks 6-10.  Grades for discussion responses will be posted in at the end of the course.

Keep in mind, your responses must be posted to the forum by the specified due dates.  Late postings will not be accepted.



Assessment 2: Literature Analysis
Weighting: 30%
Due Dates: Day 7, Week 5

Task: Prepare an analysis and critique of a current debate in entrepreneurship research. You are assigned a series of journal article reading which discuss the reasons for and merits of using business plans during the start-up process:

Delmar, F., & Shane, S. (2003). Does business planning facilitate the development of new ventures? Strategic Management Journal, 24(12), 1165-1185. http://dx.doi.org/10.1002/smj.349

Honig, B., & Karlsson, T. (2004). Institutional forces and the written business plan. Journal of Management, 30(1), 29-48. http://dx.doi.org/10.1016/j.jm.2002.11.002

Honig, B., & Samuelsson, M. (2014). Data replication and extension: A study of business planning and venture-level performance. Journal of Business Venturing Insights, 1–2(0), 18-25. doi: http://dx.doi.org/10.1016/j.jbvi.2014.09.006

Delmar, F. (2015). A response to Honig and Samuelsson (2014). Journal of Business Venturing Insights, 3(0), 1-4. doi:
http://dx.doi.org/10.1016/j.jbvi.2014.11.002

Davidsson, P. (2015). Data replication and extension: A commentary. Journal of Business Venturing Insights, 3(0), 12-15. doi: http://dx.doi.org/10.1016/j.jbvi.2015.02.001

Please review these articles and discuss the reasons for (and the veracity of) the divergent claims made by these authors regarding the use of business plans. Based on your review and analysis of these articles, you are required to take a position, either for or against the use of business plans in new ventures. Please motivate your response based on the literature and provide support using other scholarly resources. Discuss any limitations of, or conditions for your findings.

Scope:
This assessment item is designed to cover the review, analysis and critique of a series of journal articles regarding a single topic in entrepreneurship.

Length and Presentation:
The body of the literature analysis report should at minimum be 1,500 words; however something in the order of 5 pages is expected. Appendices may be used for supporting documents or summary tables of analysis to the extent that is appropriate. The report should be submitted as an electronic version in WORD. No report will be accepted in Adobe Portable Document Files (pdf) (they cannot be electronically marked). All reference material must be correctly cited and referenced in APA style.

Criteria by which your assignment will be marked:
· Analysis & critique (50%): Competent analysis and appropriate critique of the research articles provided.
· Theory & support (30%): Demonstrated use of relevant resources and theory including synthesis of associated literature to
support arguments.
· Presentation & clarity (20%): Provision of compelling and coherent arguments for positions taken using clear language
and expression.

Assessment 2: Marking Rubric

Indicative Levels

Criterion	Fail	Pass	Credit	Distinction	High Distinction
Competent analysis and appropriate critique of the research articles provided	Does not provide useful or appropriately critical analysis of literature. Analytical basis is insufficiently developed	Some issues with the literature analysis. Analysis is descriptive rather than critical. Analytical base requires further development	Appropriate literature analysis, including a somewhat critical investigation. Analytical base is adequate, though some elements missing	Very appropriate literature analysis, including sufficiently critical investigation. Good analytical base with elements of clarity	Precise literature analysis, including highly critical investigation. Excellent analytical base providing clear and compelling insights
Demonstrated use of relevant resources and theory including synthesis of associated literature to support arguments	Scant or no application of theory or poor supporting resources. Little or no attempt to synthesise information	Applies some theory and minimal use of supporting resources, but misses important concepts or resources. Some synthesis of information	Applies appropriate theory and concepts, and good use of supporting resources. Does not synthesise all information	Applies highly appropriate theory and concepts, and good use of supporting resources. Good synthesis of information	Applies most appropriate theory and concepts, and excellent use of supporting resources. Comprehensive synthesis of all information
Provision of compelling and coherent arguments for positions taken using clear language and expression	Argument is unclear and report contains material that is not relevant or coherent. Language and expression is poorly presented	Argument is somewhat clear but broad or requiring structure. Report contains relevant material, but lacks coherence. Language and expression has some issues	Argument is clear and logically structured. Report is relevant but requires refinement. Language and expression is adequately presented	Argument is persuasive and material presented is relevant and coherent. Language and expression is good, presenting a clear message	Argument is convincing, highly refined and focused. Language and expression is excellent, with exceptional clarity of message

Assessment 3: Research Project Literature Review
Weighting: 60%
Due Dates: Day 7, Week 10

Task:
Prepare a research topic literature review in two parts. The first part develops the rationale for your future research project and research question framing its relevance and importance to particular stakeholders. The second part details the basis of academic literature that grounds your research question in theory. All reference material must be correctly cited and referenced in APA tyle.

The Research Project Literature Review will include the project’s aims and rationale and provide a literature review.

Scope:
This assessment item is designed to be a major contribution to your Master’s Research Project and as such should be scoped to provide an appropriate platform to anchor discussions with your supervisors. It is also likely that as the Research develops there will be later modifications to the work presented at this time.

Length and Presentation:
Presentation will be in the format of a literature review in the style of an academic paper.  The typical length will be between 3,000-4,000 words.

Criteria by which your assignment will be marked:
This assignment will be assessed on the overall basis of completeness, presentation and clarity of your Project rationale and research literature review. The document should reflect professional academic quality. The aims should be clear; the rationale well defined; the theoretical research area should be clearly justified with preliminary investigations detailed. The relationship
between your chosen topic and literature should be explicit, reasoned and argued.

 The Research Project Literature Review Outline will need to demonstrate appropriate use of references. (Use the APA referencing system).
 
Specifically the criteria by which you will be assessed by are (refer also attached rubric):
· The relevance of your literature search and articulation of key concepts (40%)
· The strength of your arguments in linking the rationale to an academic theoretical base (40%)
· Accurate citations and referencing in APA style (10%)
· Overall presentation including correct grammar, spelling, and punctuation (10%)

Assessment 3: Marking Rubric

Indicative Levels

Criterion	Fail	Pass	Credit	Distinction	High Distinction
The relevance of your literature search and  articulation of the study’s key concept(s)	An inadequate presentation of literature and poor extraction and/or articulation of key concepts	A minimal literature review and/or loosely or vaguely defined key concepts	An adequate literature review with defined key concept(s) needing further development	A substantial literature review with clearly defined key concept(s) needing a little refinement	A thorough literature review and a tightly defined investigation of refined key concept(s)
The strength of your arguments in linking the rationale to an academic theoretical base	There is no obvious connection between the rationale of the project and academic theory	There is vague connection between the rationale of the project and academic theory	There is a clear connection between the rationale of the project and academic theory although the theory is minimally developed	There is a clear connection between the rationale of the project and academic theory although it is sufficient it could be better developed	There is obvious connection between the rationale of the project and academic theory which is explicit and precise
Accurate citations and referencing in APA style	Citations and references not provided	Limited citations and references provided and presentation of APA style is inaccurate.	Adequate citations and references with some inaccuracies in presentation of APA style.	Well cited and referenced with only minor inaccuracies presentation of APA style.	Strongly cited and referenced with thoroughly accurate presentation of APA style.
Overall presentation and writing including correct grammar,  spelling, and punctuation	Poor presentation and incomprehensible writing with substandard grammar, spelling and punctuation.	Adequate presentation and comprehensible writing but frequent errors in grammar, spelling and punctuation	Adequate presentation and comprehensible writing with occasional errors in grammar, spelling and punctuation.	Good presentation and comprehensible writing with few errors in grammar, spelling and punctuation.	Excellent and professional presentation with flawless grammar, spelling and punctuation

All text based assignments must be submitted via Drop Box in LEARN
There are a few points to note about the submission of assignments:

• Assignment Submission: Assignments should be lodged via Drop Box in the LEARN system. Please refer to individual assignment tasks for specific submission details relevant to each task. Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
• Cover Sheet: As part of your assignment, please add the completed 最新糖心Vlog of Adelaide Assessment Cover Sheet to your assignment, 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. Where applicable, also include the word count excluding title pages and references.
• Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
• Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
• Failure to submit 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.