Required texts

Week 1- 3 Assessment: Book review

• One Simple Idea for Start-ups and Entrepreneurs ©2013 | Key, Stephen, (2011), One Simple Idea McGraw Hill, Sydney or or if you already have a book of a well-known entrepreneur or book about an entrepreneur you can use this (Please make sure your special book check this with your tutor). 

6349 Entrepreneurship Reading List Semester 1 2016

Week 2

The Entrepreneurial Mind:Crafting a Personal Entrepreneurial Strategy
The secret of those who amaze the world is that they regard nothing to be impossible.
Henry David Thoreau American philosopher, 1817–1862

Chapter 2 The Entrepreneurial Mind: Crafting a [personal entrepreneurial strategy¿

Week 4

• Entrepreneurship, Ninth Edition ©2013 | Hisrich, Peters, Shepherd | McGraw-Hill Higher Education — USA

  • Chapter 4 Creativity and the business idea¿
  • Chapter 1 he Entrepreneurial Mind:Set
• The TwentyFirst Century Entrepreneur
  • Chapter 1 from Entrepreneurship:The Art, Science, and Process for Sucess, Second Edition, Bruton, 2016, p112

Week 6

• Entrepreneurship, Tenth Edition ©2016 | Hisrich, Peters, Shepherd | McGraw-Hill Higher Education — USA

  • Chapter 7 the business Plan: Creating and Starting the venture

• New Venture Creation: Entrepreneurship for the 21st Century — A Pacific Rim Perspective

  ©2010 | Timmons, Gillin, Burshtein, Spinelli | McGraw-Hill Higher Education – Australia & New Zealand

  • Chapter 9 The business plan: creating and Starting the Venture 

Week 8

Entrepreneurship, Ninth Edition ©2013 | Hisrich, Peters, Shepherd | McGraw-Hill Higher Education — USA

• Chapter 11 Sources of Capital
• Chapter 13 Strategies for growth and Managing implication of growth

Week 10

• Entrepreneurship, Ninth Edition ©2017 | Hisrich, Peters, Shepherd | McGraw-Hill Higher Education — US ©2010 | Timmons, Gillin, Burshtein, Spinelli | McGraw-Hill Higher Education – Australia & New Zealand
  • Corporate Enrepreneruship:Chapter 2 
• New Venture Creation: Entrepreneurship for the 21st Century — A Pacific Rim Perspective
  • Chapter 7 Opportunities for Social Entrepreneurship 

Week 12

New Venture Creation: Entrepreneurship for the 21st Century — A Pacific Rim Perspective

©2016 | Timmons, Gillin, Burshtein, Spinelli | McGraw-Hill Higher Education – Australia & New Zealand

• Chapter 18 The family as an entrepreneur
• Chapter 19 The harvest and beyond

Submission of assessment items

Extensions & Late submissions

Your convenor will discuss submission requirements for each assessment item in Week 1 Lecture and Workshop 1 

Special assessment requirements

No previous university assessment work can be used for this unit unless discussed and negotiated with the Unit Convenor Diane Phillips at least two weeks prior to the assessment due date. 

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

Classroom Setting and Expectations

This is a level 2 unit and as such your conduct should reflect accordingly. It is expected that students who enrol in this class are mature, self-motivated, and are keen to contribute to our classroom community. This is not a purely lecture-based class—we will engage in demonstrations, discussions, small group activities, and various participatory experiences. We will especially spend time in discussion concerning your readings, their interconnectedness, and your personal perspectives. Students should prepare for class by doing the assigned readings and jotting down notes or questions they would like to raise during our class discussion. Much of the success of this course depends on your participation. It is expected that students will be prepared and will participate in constructive discussion grounded in the readings/discussions of each class period.

Rules that Guide Class Discussion: To create an environment that fosters open examination of ideas, you must be well-prepared for class, express yourselves effectively, respect and listen to everyone's ideas, challenge each other to think critically, creatively, and correct mistakes or misunderstandings in a positive and encouraging manner. With that in mind, here are some guidelines for class discussion:

1. No question or opinion is "stupid." We must start where we are at, and undoubtedly each person in this room is "at" a different point in their understandings and experience. It is much more "stupid" to NOT ask a question.

2. We will listen to each other with respect. The proper response to comments you do not understand or agree with is to ask the speaker to explain and to probe for deeper understanding.

3. We not only accept, we encourage diverse viewpoints and opinions. Critical thinking comes from examining many different dimensions of any topic. Students are encouraged to raise points and examine positions that they do not agree with, in an attempt to foster a tradition of critical thinking.

4. There is no room for anger when discussing academic ideas and issues. When you feel an emotional response to an issue, step back and examine the values or beliefs inside you that were validated or threatened by someone else's comment. Use those points of emotion as a window to better understand the cultural factors that are embedded deep within yourself.

Inclusion and engagement

See Canvas service section for any assistance required 

Participation requirements

Assessment 3: Option 1 – Entrepreneurship or Social Enterprise - Third Sector 45% Practical work of 20 hours  for this option, those students doing the E & I degree, should take this option to build their contacts and networks for the future (see Canvas site Assessment 3 section for details and explanation).

Required IT skills

All Windows or equivalent office skills are required.

There are various organisations you will be working with for option 1, some will require specialised IT skills. This will be explained in week 1 lecture and workshop 

In-unit costs

I have put a E-Book in Canvas, for which the costs of each chapter are greatly reduced. In addition you can purchase them weekly to day you outlaying money upfront. Text chapters are also avialable in the library as per the textbook section in Canvas. THEY ARE NOT AVAILABLE IN THE CO-OP BOOK SHOP. Reading the text book is necessary to complete this unit as workshops and readings weeks are alternative. 

Work placement, internships or practicums

Assessmwent 3 -Practical work and report to completed by week 13 (see Canvas site Assessment 3 section for details and explanation)

Many perspective entrepreneurs want to gain experience in how this works.  An option 1 provides this experience in a safe manner for new entrepreneurs. What you will do, 20 hours of Experiential Learning (Practical and Networking –WIL- Skills) in the area of Social Enterprise or third sector with social impact.

Breakdown of 20 hours is as follows

1. 1 hour briefing in preparation for your experiential learning from careers (Jackie Torry)
2. 1 hour debriefing in preparation for your reflective assessment from careers (Jackie Torry)
3. 2 hours of business briefing on the business, business and funding model etc by the organisation allocated (Student will have a choice but this is not guaranteed due to large numbers of students in the unit).
4. 2 days working with a social enterprise (16 hours) – See list on Canvas and below and complete the E –Form for your preference of social enterprise to work with.

Additional information

Over the course of the term, students are expected to write double-spaced, paragraph format using APA or Harvard style of referencing. You are expected to refer to three to five academic resources for each assignment to get a the knowledge to know enough to pass the unit (except assignment 1 which is a book review).

Refective assessment can be written in first-person, and should be comprised of critical refective thoughts (comparision of and stregnths and weaknesses of - as a minimum) and can inculde any developing ideas related to the contribution of social enterprise or social entrepreneurship and entrepreneurship and or intrapreneuship. 

• Semester 1, 2018, On-campus, UC - Canberra, Bruce (177748)
• Term 2, 2017, On-campus, UCI - Hong Kong Baptist University, Hong Kong (173465)
• Semester 1, 2017, On-campus, UC - Canberra, Bruce (166693)
• Term 4, 2016, Intensive, UCI - Hong Kong Baptist University, Hong Kong (156827)
• Term 2, 2016, Intensive, UCI - Hong Kong Baptist University, Hong Kong (156825)
• Semester 1, 2016, On-campus, UC - Canberra, Bruce (156823)