Course Handbook and Syllabus Unitec BSNS 5391 Innovation and Entrepreneurship

Course HandbookBSNS 5391 Innovation & Entrepreneurship

Faculty of Creative Industries and Business

Department of Management and Marketing (DoMM)

Bachelor of Business

(Ver 3.1)

NOTICEBooks, journals, multi-media and other materials made available by or at Unitec Institute of Technology are for the student’s own studies only. Copying or use of the materials for other purposes is an infringement of copyright.

Authored by Peter J. Mellalieu, 2010. 3rd Ed December 2010

The copyright of student materials remains with the authors.

Printed at The Copy Centre, Unitec Institute of Technology, Mt Albert, Auckland, New Zealand.

IMAGE: Reaching for the skies. AdventureWorks facility at Unitec Institute of Technology, Auckland. Credit: Peter J. Mellalieu

http://www.adventureworks.co.nz/

Version Ver 3.1, 1 February 2011.

This document is subject to amendments and improvements in the online version as the course proceeds. Refer to back page for a schedule of amendments.

BSNS 5391 | UNITEC Institute of Technology | Department of Management and Marketing

http://www.adventureworks.co.nz

http://www.adventureworks.co.nz

TABLE OF CONTENTS

1. .........................................................................................Executive summary 1

2. ....................................................................................................Introduction 33. ...................................................................................................Course tutor 6

4. ...........................................................................................Course descriptor 75. .......................................................................................Learning resources 10

6. ..........................................................Topics, content and reading schedule 127. ...............................................Workload overview and assignment sequence 15

8. ......................................................Learning model and teaching philosophy 179. .........................................................Contact sessions: Studios and conduct 20

10. ........................................................................................Assessment policy 2111. ...............................House style: written and oral communication standards 24

12. ......................................................Agenda and course material for studio 1 2813. ............................Lecture slides for Studio 1: Creating a winning enterprise 38

14. ......................................................Agenda and course material for studio 2 4915. .............................................Agenda and course material for future studios 53

16. ..........................................Assignment ONE: case analysis of a new venture 5417. ...................................................................Assignment TWO: Group project 66

18. ................................Assignment THREE: Professional learning agenda (PLA) 7419. .......................................................................Assignment FOUR: Final test 100

20. ...............................................................................................Bibliography 11121. ..................................................General information about Unitec courses 118

22. .................................................................Quick guide to online enrolment 13123. ............................Amendments and suggestions for course improvements 133

24. .......................................................................Passwords and access codes 13425. .........................................................Semester-specific calendar and dates 135

T O C


1. Executive summary

Overview This course handbook is the ‘blueprint’ detailing many elements of the course BSNS 5391 Innovation and entrepreneurship. The handbook introduces the course descriptor, assignments, and learning resources for the course. You are provided with specific guidance for preparing for the first in-class meeting and first assignment.

PurposeThe purpose of the handbook is to ensure that a student enrolling in the course is informed comprehensively about:

The aims and learning outcomes of the courseSchedules for reading, personal study, workload, and assignmentsThe learning resources required for perusal by student, including texts, lecture notes, on-line resources, and web-based learning support systemsThe assignments that help students focus and demonstrate their learningAgendas for the first few weeks of class, including materials relevant for preparing for those classesSpecific activities that should be scheduled immediately for starting course assignments and the course ‘learning adventure’.

Unique featuresThe course seeks to demonstrate what it preaches: innovation, entrepreneurship, creativity, continuous improvement, and shared learning informed by the principles of Unitec’s ‘Living Curricula’ policy. Consequently, you will find these features of the course less common elsewhere:

Compulsory requirement to undertake an on-line assessment of your natural talents and strengths using the Gallup StrengthsQuest instrument.Requirement to progress work on three assignments concurrentlyRequirement to write a regular personal journal (blog) culminating in a reflective essay and a strengths-based Professional Learning AgendaAn engaging new venture team-based assignment in which you create, demonstrate, and lead a teaching and learning workshop for other class participants.A weekly opportunity at the start and end of each class to raise concerns and refine the tutor’s approach to leading your learning journey... Kai-zen.

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Recommendations for immediate actionRead the Course Handbook Introduction, Section 2Skim read the Table of Contents and Course Descriptor, Section 4.Complete the preparation for the first meeting as specified in: Agenda and Course Material for Studio 1, Section 12Skim read the requirements for the course assignments, especially those that you should commence immediately: Assignment ONE and Assignment THREE.Acquire the course textbooks and Selected Readings … and skim read.

Note: Navigating the on-line Course HandbookNote the navigation hyperlinks in the top left header (TOC) and bottom left footer (BSNS) that take the on-line reader directly to the Table of Contents, and Semester-Specific course calendar.

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2. IntroductionKia ora, bon jour, and welcome to BSNS 5391 Innovation & Entrepreneurship.

This course introduces you to the systematic processes of innovation management, creativity, new venture creation, and entrepreneurship. These processes are essential for the successful growth and development of a variety of organisational forms including: corporates, small-medium enterprise (SMEs), and start-up ventures. Consequently, this course presumes that the skills of a entrepreneur are required as much within a corporate setting as in a stand-alone start-up venture. Furthermore, this course is ABSOLUTELY NOT about administering a small business.

The course is also unique in helping you identify the strengths and talents that you possess for working within an enterprising team - as innovator, entrepreneur, leader, or team contributor. Consequently, by the course’s conclusion, you will have created a personalised action plan and learning agenda that will guide the progress of your future academic studies and professional development.

Innovators and entrepreneurs imagine and create the future. They create the future by making new things happen. They act and think differently compared with most “normal” people. Sometimes they are the brightest kids at school. They are equally likely to be the troublemakers who are invited to leave school as early as the ‘laws of the land’ permit! Until recently, they rarely studied formal courses in entrepreneurship! You will meet many of these kinds of people in this class.

How do the most successful entrepreneurs learn? Many entrepreneurs take great risks: many fail. Reason: they don’t know what they don’t know. However, skilled entrepreneurs with “the right stuff” pursue risky, but well-managed ventures that most “normal” people would avoid. In the long-run, these entrepreneurs succeed. They succeed creating new venture after new venture. In consequence, these ‘serial’ entrepreneurs and innovators “do good” for the world and/or create massive wealth. What is “the right stuff” that entrepreneurs possess? Can you also acquire “the right stuff” - or recognise it in others? These are questions we will explore in this course.

New Zealand’s political and business leaders inform us that our country faces two challenges as a nation to “catch up with Australia by 2025”. First, we must increase our nation’s productivity. Second, we must increase our rate of innovation. Most nations are “running hard in the same race”. Can we ever catch up with the Australians? The Swedish? The Chinese? The Americans? How?

The smartest innovators ask “Can we run in a different race? … a better race? … a race with rules to our advantage?” These radical innovators join new venture teams to make their dream come true. In some cases, these teams may be lead by an entrepreneur.

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In many cases, the innovator works within a corporate or not-for-loss enterprise with new venture leaders. For instance, these corporate teams launch new products, new services, expand to new geographic markets, introduce new technological processes or work practices. Consequently, learning how to work with those people who unleash their passion for innovation is an essential requirement in all modern organisations.

I thank you for all the knowledge and experience I have gained from your courses.

Without doubt, I have learnt lots and have gained more confidence.

In addition, these courses have also inspired me to becoming a successful entrepreneur. That ambition is something that I had never thought about!

K.T.

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BIGBUSINESS

small business

new venture

BSNS 5391 Innovation & Entrepreneurship

3. Course tutor

Peter J MELLALIEU, PhD, BTech(Hons), MPubPol, DipIwiEnvMgtStrengthsQuest Talents: Strategy. Learner. Ideation. Activation. Intellection. [Input]

Mihi

Ko Tongariro te maunga

Ko Waikato te awa

Ko Huguenot te iwi

Ko Geering te rangatira

Ko Mellalieu te hap!

Ko Pukawa te marae

Ko Boeing te waka

Ko Kaiako Jean-Pierre ahau

About

Associate Professor Peter MELLALIEU teaches innovation, strategic thinking, new venture development, and sustainable development and at Unitec Institute of Technology, Auckland.

Having emigrated from the United Kingdom in the mid-1960s, Peter grew up in the Waikato, later studying biotechnology and industrial engineering management at Massey University (Manawatu).

After university graduation he worked in Wellington as an industrial scientist implementing novel Decision Support Systems for long-range strategic development in several agribusiness sectors including the Waikato dairy industry. Later, Peter worked in Belgium in an entrepreneurial new venture information technology (CAD/CAM) systems company. The Flanders-based company was located near his family’s 17th century Huguenot roots

as silk-weavers in a north-east French village, Malaloy (Nancy).

Returning to the Manawatu in 1987, Peter commenced his tertiary academic career at Massey University. In 2000, he organised a conference on the theme ‘strategies for sustainability and success’ in which he engaged thought leader theologian Sir Lloyd Geering as keynote speaker. This conference lead to his current research interests in education for sustainability, eco-innovation, eco-enterprise, and eco-magination.

He spends many happy hours walking, sailing, singing, and skiing with family, friends, and learning partners around Tongariro, Taupo, and Auckland.

Contact

Department of Management and MarketingFaculty of Creative Industries & BusinessUnitec Institute of TechnologyOffice: 172 – 3020Mobile: 021 42 0118 (Preferred)Phone: 815 4321 Extension 8108Email: [email protected] Website: http://nz.linkedin.com/in/petermellalieuJournal: http://pogus.tumblr.com Office Hours: By appointment.

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mailto:[email protected]?subject=Course%20enquiry%20from%20Unitec%20learning%20partner

mailto:[email protected]?subject=Course%20enquiry%20from%20Unitec%20learning%20partner

http://nz.linkedin.com/in/petermellalieu




http://pogus.tumblr.com

http://pogus.tumblr.com

4. Course descriptor Course Title: Innovation and Entrepreneurship

Course number: BSNS 5391 Level: 5 Credits: 15Main programme: Bachelor of Business Pre-requisites: None Co-requisites: None Restrictions: APMG 5391 Compulsory/elective: Compulsory (Management and

Marketing)

Learning timeLecturer contact hours, 39 + Non-contact hours, 111 = Total hours 150

Workload based on a B grade point average student for previous courses, and for whom English is their best language. See Section 4: Workload Allocation.

Course aimTo provide students with a broad overview of the principles, theories, and practice of innovation, entrepreneurship, and new venture development.

Learning outcomes (LO)LO 1: Explore the nature of innovation, entrepreneurship, and enterprise Define innovation, entrepreneurship, small business, and enterprise; LO 2: Identify and contrast the characteristics of the entrepreneur with the student’s own talents, strengths, and interestsLO 3: Identify the characteristics for an effective new venture teamLO 4: Discuss the processes of innovation and entrepreneurship LO 5: Discuss the ethical implications of decisions made by entrepreneurs and innovators LO 6: Discuss the business opportunity identification and screening process LO 7: Identify and apply the tools that entrepreneurs should collect for their personal toolkitLO 8: Discuss the context for entrepreneurship in New Zealand

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Topics/Content outlineFor pedagogical reasons, the course teaching and learning sequence is arranged alternatively to the Learning Outcomes presented here.

LO 1: Explore the nature of innovation, entrepreneurship, and enterprise Define innovation, entrepreneurship, small business, and enterprise;

Wealth creation, high-growth versus life-style business,Intrapreneurship [corporate internal venturing, corporate entrepreneurship]

LO 2: Identify and contrast the characteristics of the entrepreneur with the studentʼs own talents, strengths, and interests

Characteristics of entrepreneurial leadership, Strengths-based approach to personal and professional development, self-assessment,

LO 3: Identify the characteristics for an effective new venture teamEntrepreneurial and new venture teams, team leadership and team dynamics in creative contexts,

LO 4: Discuss the processes of innovation and entrepreneurship Process of innovation and entrepreneurship, alternative process models,

LO 5: Discuss the ethical implications of decisions made by entrepreneurs and innovators

Ethical models and dilemmas Value systems – Asia, Maori, European, stakeholder assessment[Eco-innovation, eco-entrepreneurship, and sustainable development]

LO 6: Discuss the business opportunity identification and screening process Creativity, ideas, and opportunity recognition,

LO 7: Identify and apply the tools that entrepreneurs should collect for their personal toolkit

Growth focus, investors’ mindset and interests,Cashflow drivers and wealth Tools used by entrepreneursSmall business tools

LO 8: Discuss the context for entrepreneurship in New ZealandNew Zealand entrepreneurship location advantages and disadvantages, Cultural diversity as an advantage, Government policy and support mechanisms.

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AssessmentWeighting ID Nature of assessment Learning

outcomes15 ONE An individual case analysis of a new venture in New

ZealandPart (a) Case study (In-progress)Part (b) Case Study (Final)

1, 4, 5, 8

40 TWO A group assessed project based on a field trip, case investigation, or SIFE projectPart (a) Workshop deliveryPart (b) Multi-media resourcePart (c ) Test questions and model answers

3 - 8

25 THREE Professional learning agenda and reflective journalPart (a) StrengthsQuest assessmentPart (b) Professional learning agenda (In-Progress) and journalPart (c ) Professional learning agenda (Final) and reflective essay

2, 3, 7

20 FOUR Test. Open book. Secure. ALL100

The breakdown of the weightings for each sub-component of the assignment are presented here: Workload Overview and Assignment sequence

WARNING!!! You are required to submit ALL assignments. Failure to submit an assignment will result in failure of the course. If you fail to resubmit a failed assignment, then you will also fail the course as a whole.

Learning and teaching approachesCase studies, self and team assessments will form an important component of this course, culminating in the student producing a Learning Agenda as a basis for their future professional development and education. The Team Project provides students with practice in developing and applying their enterprising skills in a team-based venture.

A key feature of this course explores how the international and local issues of sustainable development impact new venture formulation.

Academic learning outcomesThe course focusses on developing the following academic literacies that you will use elsewhere through your academic studies:

ALO 1: General Academic skills - learning, listening, participatingALO 2: Journaling, blogging and reflective writingALO 3: Collaborative learning and working in teamsALO 4: Academic writing for case analysis reports; Critical analysisALO 5: Advanced learning processes

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5. Learning resources

Course handbooks and selected readingsPrinted copies available from the Unitec Copy Centre

Mellalieu, Peter J. (2011) Course Handbook BSNS 5391 Innovation & Entrepreneurship, Department of Management and Marketing, Auckland: Unitec Institute of Technology

Mellalieu, Peter J. (2011) Selected readings in innovation and entrepreneurship, Department of Management and Marketing, Auckland: Unitec Institute of Technology.

Prescribed textsFrederick, H., & Kuratko, D. F. (2010). Entrepreneurship: Theory, Process, Practice

(Asia-Pacific Edition) (2nd ed.). Melbourne: Cengage Learning.

Rath, T. (2007). StrengthsFinder 2.0: New and Upgraded Edition . Gallup Press. https:// www.strengthsquest.com/. You are ABSOLUTELY REQUIRED to purchase a StrengthsQuest (SQ) access code from the instructor to gain access to this site and participate in course activities required for Assignment 3. The SQ code is supplied in this book in a one-time-use format.

Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2009). Essential academic skills. Oxford, UK: Oxford University Press.

Recommended textManalo, E., Wong-Toi, G. & Bartlett-Trafford, J. (2009). The business of writing:

Written communication skills for business students (3rd ed.). North Shore, NZ: Pearson Prentice Hall.

Reference textsBolton, B., & Thompson, J. (2003). The Entrepreneur in Focus. London: Thomson.

Bolton, B., & Thompson, J. (2004). Entrepreneurs: Talent, temperament, technique (2nd ed.). Oxford: Butterworth Heinemann.

Buckingham, M., & Clifton, D. O. (2001). Now, Discover Your Strengths, Free Press.

Kawasaki, G. (2004). The art of the start: the time-tested, battle-hardened guide for anyone starting anything. Portfolio.

Quinn, R. E., Faerman, S. R., Thompson, M. P., McGrath, M., & Clair, L. S. S. (2006). Becoming a Master Manager: A Competing Values Approach (4th ed.). Wiley.

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http://www.strengthsquest.com


Spackman, K. (n.d.). The Winner's Bible: Rewire your brain for permanent change. Atlanta: The Winner’s Institute

Thorne, P. (1989). The New General Manager: Confronting the Key Challenge of Today's Organization. McGraw-Hill Companies.

Selected chapters from the Reference Texts are presented in: Mellalieu (2011) Selected readings in innovation and entrepreneurship.

Online resourcesStudents are required to:

Access and use the StrengthsQuest site http://www.strengthsquest.comAccess the Unitec Learning Management System (LMS) Moodle and Ning internet sites for materials and communications relevant to this course. See http://innovation5391.ning.com/Keep a private personal journal (blog) using Tumblr or Ning, as part of their requirements for Assignment 3. See http://tumblr.com and Use http://turnitin.com to submit written components forming parts of all assignmentsUse a citation management system such as Endnote or Zotero to manage their database of reading. See http://www.zotero.orgUse Unitec library - all prescribed texts and reference texts are placed on course reserve.Use Unitec Library databases onlineVisit Department of Management and Marketing Blog: http://thedomm.com/Visit Department of Management and Marketing Facebook Site: http://www.facebook.com/group.php?gid=104981291451

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http://innovation5391.ning.com


http://tumblr.com

http://tumblr.com

http://turnitin.com

http://turnitin.com

http://www.zotero.org/

http://www.zotero.org/

http://thedomm.com/

http://thedomm.com/

http://www.facebook.com/group.php?gid=104981291451




6. Topics, content and reading schedule

Week/Studio Agenda Reading Assignment

Due

1

LO 1 (a): Explore the nature of innovation, entrepreneurship, and new venture development• Introduction: Creating a winning

enterprise• Definitions of key concepts• Overview of course handbook• Introduction to strengths-based

professional development• Introduction to StrengthsQuest

assessment instrument (Ass 3)ALO 1 • Academic skills - learning,

listening, participatingALO 2 (a)• Journaling, blogging and

reflective writing (Ass 3)ALO 3 (a): Collaborative learning• Application for New Venture

Team Project (Ass 2)

Course handbook

Frederick & Kuratko (F&K) Preface, Forward

F&K Ch 1 Entrepreneurship: evolution & revolution

Bolton & Thompson (2003) Ch 1: The entrepreneur in focus

Turner et al Ch 1: Thinking about learning

Turner Ch 2: Listening and participating

2

LO 1 (b): Explore the nature of innovation, entrepreneurship, and enterprise• Wealth creation, high-growth

versus life-style business• Innovation and

entrepreneurship within corporate and large organisations

• Establishment of New Venture Innovation Teams for Assignment 2

ALO 4 (a):• Case study analysis:

Introduction to Assignment 1ALO 2 (b): • Reflective writing

F&K Ch 16 Entrepreneurship within [large] organisations

Rath: Strengthsfinder 2:0: The next generation; Part I.

Turner Ch 6: Reflective writing

Turner Ch 3: Reading for Academic purposes

Ass 3 a

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Due

3

LO 2: Identify and contrast the characteristics of the entrepreneur with their own talents, strengths, and interests• The ‘strengths-based’ approach

to personal and professional development, self-assessment,

• Characteristics of entrepreneurial leadership

ALO 4 (b): Academic writing for case analysis reports

Bolton & Thompson (2004, 2nd ed) Ch 2: Identifying the entrepreneur

F&K Ch 2 The entre-preneurial mind-set

Turner et al Ch. 7: Doing case studies Turner Appendix D: Case study exercise

Turner Ch 4: Basic academic writing skills

Ass 1 a

4

LO 3: Identify the characteristics for an effective new venture team

• Creative, lateral, and critical thinking

• Entrepreneurial and new venture teams, team leadership and team dynamics in creative contexts

ALO 3 (b): Collaborative learning

ALO 5: Learning process models

Quinn et al, Ch. 8: The innovator role

Turner Ch 8: Collaborative learning

DiPadova: The ALAPA learning process model

Turner Ch 5: Further academic skills: working on an assignment

5

LO 4: Discuss the ethical implications of decisions made by entrepreneurs and innovators• Eco-innovation, eco-

entrepreneurship, and sustainable development

• Ethical models and dilemmas• Value systems – Asia, Maori,

European, stakeholder assessment

F&K Ch 3 (Eco) Environment and economy

F&K Ch 4 Ethical, environmental, social entrepreneurship

Turner Ch 9 Presentations

6 Field trip/Visit to class by innovator-entrepreneur

Kawasaki: The Art of the Start

Ass 1b

Ass 3b

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Due

7

LO 8: Discuss the context for entrepreneurship in New Zealand• New Zealand entrepreneurship

location advantages and disadvantages,

• Cultural diversity as an advantage,

• Government policy and support mechanisms.

F&K Ch. 14 Global opportunities

F&K Ch 3 (Eco) Environment and the economy,

Ass 2a

8

LO 5 (a): Discuss the processes of innovation and entrepreneurship• Process of innovation and

entrepreneurship• Alternative process models

F&K Ch 5 Innovation

F&K Ch 6 Pathways

Ass 2b and Ass 2c are due within 7 days of presenting Ass 2a

9

LO 6: Discuss the business opportunity identification and screening process• Creativity, ideas, and

opportunity recognition,

F&K Ch 9 Assessment and commercialisation

F&K Ch 10 Marketing


10

LO 7: Identify and apply the tools that entrepreneurs should collect for their personal toolkit• Growth focus, investors’

mindset and interests,• Cashflow drivers and wealth • Tools used by entrepreneurs• Small business tools

F&K Ch 12 Business plan

F&K Ch 13 Growth

11

LO 7: Identify and apply the tools that entrepreneurs should collect for their personal toolkit (Continued)• Growth focus, investors’


F&K Ch 7 Legal

F&K Ch 8 Finance

Smith & Smith Entrepreneurial Finance

12• Test briefing• Rehearsal for test• Future studies

Ass 3c

13 Break for study14-15 Test Test

F&K => Chapters from course text: Frederick & Kuratko (2010). Other readings listed above: see ‘Learning Resources’. Calendar dates for specific events such as assignments vary each semester: See: Semester-specific dates and passwords.

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7. Workload overview and assignment sequenceThe following two tables suggests how you could allocate your 150 hours required for the course across all course activities. Workload is based on a your being a B grade point average student for whom English is your best language.

The workload assessment also EXCLUDES an hourly allowance for your development of generic academic literacies

The assignments are constructed so that you are REQUIRED to work on ALL ASSIGNMENTS simultaneously. In some cases, you are required to read ahead in the text in order to identify the theoretical knowledge required to address an assignment appropriately. You are advised NOT to wait until the text content is covered formally in the course contact studios.

Assignment 1 is constructed so that you can pursue the work with little need for engagement with the course studios. You can start immediately! Assignment 2 is a group project. You will experience all the special challenges of coordination, leadership, and work-load allocation that occur in such circumstances. Assignment 3 is a highly novel. You definitely need to attend class studios to understand and develop the requirements for this assignment.

You are required to submit ALL assignments. Failure to submit an assignment will result in failure of the course. If you fail to resubmit a failed assignment, then you will also fail the course as a whole.

Gannt Chart: Schedule of assignments per week across course semester

Studio 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Ass 1

Ass 2

Ass 3

Ass 4

Studio attend-ance

Other activities

1a 1b 1c

2a 2b 2c

(2b and 2c must be submitted within 7 days of presenting 2a)

3a 3b 3c

Test preparation 4

Calendar dates for specific events such as assignments vary each semester. See: Semester-specific dates and passwords. Mid semester break is USUALLY between Studio 6 and 7.

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Break down of assignment weight, workload and sub-component weight

Assignment Week Due Weight Net Wt/Assignment

Net Wt/Course

Out of

Work hours

1 Case analysis 15 100 15 20

1 a Case study (In-progress)

Week 3 20 3 100 5

1 b Case Study (Final) Week 6 60 9 100 15

1 c Writing quality Week 6 20 3 30

2 Group Project 40 100 40 35

2 a Workshop presentation

Weekly, from Week 6

50 20 100 25

2 b Multi-media resource

7 days after presentation

25 10 100 5

2 c Test questions and model answers


25 10 100 5

3 Learning agenda 25 100 25 25

3 a StrengthsQuest assessment

Week 2 25 6.25 100 5

3 b Professional learning agenda (PLA) (In-Progress) and journal

Week 6 25 6.25 100 10

3 c PLA (Final) and reflective essay

Week 12 50 12.5 100 10

4 Test Week 14/15 20 100 20 100 10

Studio and other activities

Studio attendance 13 studios 35

Personal study 25

Total: 100 150

Calendar dates for specific events such as assignments vary each semester. See: Semester-specific dates and passwords.

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8. Learning model and teaching philosophyIn this course, your learning will be driven by several concurrent and equally important elements. Combined, they form a ‘learning adventure’.

Textbook and lecture based learning: provide base knowledge, concepts, ideas. A roadmap for your thinking. Experiential learning: where you experiment and practice applying your knowledge in situations that simulate the ‘real world’ of practice Assessment-based learning: focusses learning on application to a given personal or professional context.Reflective learning: where you incorporate your learning from practice and study into your personal knowledge base, and identify future areas for strengthening your personal and professional development.

Studio workshop elements: the ALAPA learning process modelEach studio is organised according to elements selected from the ALAPA workshop learning process model. The process model may differ from conventional teaching approaches.

In brief, the ALAPA model comprises these elements as a natural sequence There will be variances from the ALAPA model as time and opportunities for creative diversions permit.

ASSESSMENT and AGENDA - Activities that raise participants’ interest in the workshop theme and learning activities that will follow. Examples: short questionaries, role-plays, group discussion questions, or ice-breaker exercises. AGENDA - Overview of the workshop.

LEARNING - Overview of learning resources presenting concepts relevant to concerns and issues raised in the ASSESSMENT phase. Examples: reading, lecture activities, references to research.

ANALYSIS - Activities that engage participants with the learning activity to further enhance their learning and discovery. Examination of how others have behaved in similar situations related to the workshop topic. Examples: role plays; discussions based on case studies, television shows, or movies.

PRACTICE - Reinforcement of LEARNING through deliberate PRACTICE of skills in a work-like situation in the classroom. An opportunity for immediate in-class experimentation, feedback, and reflection.

APPLICATION - ‘Take home’ assignments that provide the opportunity for the participants to transfer the workshop learning to their real-life personal or work situations. Examples: Assignments that facilitate both short-term and long-term experimentation. These assignments are usually conducted by participants after the workshop has concluded.

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(Quinn et al, 2006, Ch 1: Organising the Learning Process; DiPadova 1996, p. 8).

Improving our teaching and learning environmentOn a weekly basis we use an instrument to identify the extent to which students in the class are progressing from, say, worry and anxiety about the course to a state of creative, high-performance ‘Csikszentmihalyian flow’.

On the basis of feedback from this instrument, the teacher can adapt his teaching approaches to improve learning outcomes. Furthermore, students can adapt their learning approaches and/or support each other within their project teams. The Japanese call this process of continuous innovation, kai-zen. We use an instrument called the Csikszentmihalian (‘Chicks-send-me-high’) flowmeter, developed by Mellalieu. See Mellalieu & Emerson (2009) as a basis for timely conversation with our students to improve learning outcomes.

Mellalieu, P. J., & Emerson, A. (2009). Developing reflective learning in a strategic thinking class. In Unitec Teaching and Learning Symposium. Presented at the Unitec Teaching and Learning Symposium, 28 September 2009, Auckland, NZ: Unitec Institute of Technology. Retrieved from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2009/9/29_Symposium%3A_Developing_reflective_learning_in_a_strategic_thinking_course.html

Introduction to reflective learning

Figure 4.1 shows the usual education practice: you accept an assignment, conduct the assignment, and sometimes present a report. Subsequently, your tutor assesses the quality of what you have submitted. You are dependent on their judgement alone in assessing the quality of your learning.

In our ‘learning adventures’ as part of this course, you are required to extend on the activities of Figure 4.1 through observing your own performance - perhaps in relation to your team and other members of the class. Figure 4.2 illustrates how you continue your experience of the class through recording your observations, and reflecting on how you might improve your practice and your learning in your future professional life - Figure 4.2.

You are required to write a reflective essay as part of the requirements for your final written assignment. Accordingly, you are required to maintain a journal or on-line private blog of your learning adventure with this class.

For guidance on writing a reflective diary and a reflective essay, see Chapter 6 Reflective writing in Turner et al. (2009). Examples are presented in the course Selected Readings. See Henry (1983), Rath & Clifton (2004, and Spackman (2009),

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http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2009/9/29_Symposium%3A_Developing_reflective_learning_in_a_strategic_thinking_course.html






Figure 4.1: Traditional learning process

Figure 4.2: Learning process augmented with observation, reflection, and generalisation of learning for future practice

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9. Contact sessions: Studios and conductYour learning experience assumes that you will attend class contact studios to clarify assignment requirements and to participate in extending the learning you gain from the Required Reading Schedule, Section 4. Accordingly, all studio sessions are compulsory. Email your team and tutor in advance if you will fail to attend.

Studio sessions will be the primary time discussions will be held about the assessments.

Please ensure that before coming to the studio sessions that you are prepared. Skim read the relevant chapters prior to the relevant class. Prepare questions and/or case examples you would like to discuss drawn from recent news events.

Follow up classes by reading fully the chapters indicated in the section: Topics/Content and Reading Schedule.

WARNING!!! All material presented and discussed in class is EXAMINABLE in the Final Test. The test includes:

Material presented by students and guests, and required text reading.Material detailed in the course reading schedule.

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10. Assessment policyWe expect that for each assessment, students will spend approximately two to three weeks duration on each. Heavy emphasis is placed upon the quality of course work. The section “Workload Overview” suggests when and how much to allocate time on your assignments.Schedule several weekly sessions to progress work on your Assessments. All assignments demand demonstration of ‘deep’ learning rather than shallow recall of facts. Accordingly, only mediocre results … and low grades … can be achieved from attempting overnight assignment writing. The assignments build on the work of previous assignments and text readings. My expectations are outrageously high.Some assessments requires references and theory. I expect students to access other scholarly and professional textbooks and journal articles based upon quality research and thinking. I expect you to extend beyond the course textbook and a simple-minded Google search. Use Google Scholar, the Unitec on-line scholarly databases, and advice from the Unitec reference librarians. When referencing, please reference properly and accurately. Hint: If you use Zotero or Endnote, you will be able to transfer data from your personal reading database into APA referencing format instantly, directly and automatically! Extensions require a doctor’s certificate without question. Group free-riders and plagiarists will gain less credit for the marks gained by the team as a whole..

Submission of all written assessmentsLatest hand-in time: On the date specified before class commencement. Deliver at the start of class or post into the DOMM physical assignment drop boxes. Level 2 Road entrance to building 172. See Semester-specific calendar.This course uses http://www.turnitin.com for all written report Assessment work and presentations handouts. Submit before the latest hand-in time for the bound document.Prepared in a professional report format acceptable to a managerial audience. Bound properly and professionally.

I reward excellence! I reward outrageous

failure!! But I do not reward

mediocrity!!!Peter Mellalieu

T O C P a g e 21


http://www.turnitin.com

http://www.turnitin.com

Style: 12 pt, 1.5 pt paragraph spacing in a web-optimised font such as Georgia or Verdana.Please do not email me your Assessment. In an ABSOLUTE emergency you may email me a backup copy if you fail to submit to turnitin.com and the physical delivery box. Ensure the Email Subject line includes: COURSE ID, Assignment Number, Student Name. Submit directly to my office a bound copy when you are able.

Requirements for presentations To be held at studio times in the week and date specified. To be prepared in a professional format acceptable to a managerial audience.Presented in Acrobat pdf, DVD, PowerPoint, or (by arrangement) Keynote.Test out all technology you intend to use at least 60 minutes prior to commencement.Blended-Learning students should accompany their presentation with presentation notes but you do not have to present in person. If you are able to come and present in person to the class then I welcome this. You are welcome to attend lectures.

All Assessments grades will include the following grading factors. For some Assessments these factors may account for up to 50 percent of the allocated grades:

Argument development (the ability to present evidence-based logical conclusions) Professionalism (the ability to deliver high quality standards)Writing suitable for an international business audience, for whom English is a second language.

Creating an A+ AssignmentMany students have found the following guide helpful in planning their academic (and professional) assignments.

Mellalieu, P. J. (2001, October 21). Creating the A+ assignment: A project management approach. Retrieved July 27, 2009, from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/10/21_Creating_the_A%2B_assignment%3A_A_project_management_approach.html.

T O C P a g e 22


http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/10/21_Creating_the_A%2B_assignment%3A_A_project_management_approach.html






Fairness in marking - team presentationsStudents who present later in the course have both additional time and the experience of observing and learning from earlier student presentations. Accordingly, a moderating process will be used to ensure that those students who present earlier in the course gain an equitable mark compared with those who present later.

Feedback grades (interim) will be presented at the conclusion of each week of Presentations. Grades will be moderated subsequently and adjusted if necessary once all presentations have been complete.

I reward outrageous failure!!!OPPORTUNITY!!! This course attempts to practice what it preaches: innovation, creativity, and enterprise. Innovation often means experimentation and the risk of failure. To make this course safe for YOU to take risks (calculated or intuitive) you are REWARDED for reflecting CONSTRUCTIVELY on the mistakes, disasters, and outrageous failures you have experienced during the class. The rewards attach to your Assignment 3 journal and reflective essay.

WARNING!!! Plagiarism, copying, and turnitinAs a routine policy I shall display for course members the turnitin report for all assignments submitted in this course WITHOUT EXCEPTION. The turnitin report displays the degree (from 0 to 100 per cent) to which an assignment has been copied from other sources.

My purpose in displaying this report is to help teams quickly identify members who require assistance in correct research and writing techniques, such as those explained in Turner et al: Ch 4: Basic Academic Writing Skills: paraphrasing, quoting, summarising, and writing citations.

A turnitin copy-level of greater than 30 per cent usually results in the assignment gaining zero marks. Harsher penalties could apply such as: full course failure, or exclusion from the BBus programme. See General Information: Misconduct in Assessments

T O C P a g e 23


11. House style: written and oral communication standards

The quality of your communication is a CRUCIAL requirement for your success in this course .. and your future career. Feedback from employers and recruitment consultants advises me that you can DOUBLE your entry-level salary in a management position through possessing writing and oral communication standards that enable your work to be presented directly to an employer’s clients without ‘hand-holding’.

Accordingly, for this course you are expected to write in a style suitable for an international business audience for whom English is a second language: Global English.

All of your assignment writing is assessed according to the Figure ‘Six-trait method’. The figure specifies the criteria used to assess your writing quality. The reading resources later in this section explain some of the special writing features I require: Global English, paragraphing, and sentence sense, for instance.

Haswell’s Minimal marking

To encourage you to seek excellence, and avoid mediocrity, your written assignment will be marked using the principles of “Minimal Marking” (Haswell, 1983).

You will receive a Contingent Mark for the assignment that you submit on the due date. If there are errors in the grammar, style, word choice, organisation, fluency, or layout, a selection of these errors will be indicated to you by a “X”. The errors will NOT be corrected by the marker.

WARNING!!! If you fail to gain a grade of 24/30 marks for the Professional Language or Presentation/Format components of your assignment on your first submission, your document will be returned to you for correction. You are then required to rewrite the document to achieve a grade of 24/30 for the Professional Language and Presentation/Format components.

You will be credited with zero marks for this assignment UNTIL you have corrected the errors to the satisfaction of the course marker. You will have a maximum of two weeks to re-submit your assignment. If you achieve the required writing standard, you will receive a grade NO HIGHER than the initial Contingent Mark allocated by the tutor.

All resubmissions must be made before the end of the Study break period.

WARNING!!! If you fail to resubmit your assignment to the required level, then you will receive zero marks for the assignment.

If you fail to resubmit a failed assignment, then you will also fail the course as a whole.

T O C P a g e 24


Professional Language: Six-Trait Method for Evaluating Writing Quality

Trait High / 4 - 5 Middle /2 - 3 Low /0 - 1 Mark

Ideas and content

Focussed, succinct, specific. The ideas and topic keep the reader’s attention

Some really good parts. Some parts not there yet.

Just beginning to figure out what you want to say

Word choice Extremely succinct, visual, and accurate. You picked the correct words for the correct places. Choice of Global English word

Correct but not striking. The words get the message across, but don’t capture the reader’s attention.

Confusing. The reader is often asking “What did you mean by this?”

Grammatical conventions

Mostly correct. There are few errors in the paper. Global English applied.

About halfway there. Several bothersome mistakes need cleaning up.

Editing not under control yet. It would take a first reading to decode, and a second reading to get the message.

Organisation Clear and compelling. You have chosen an order that works well and makes the reader want to find out what comes next.

Some really smooth parts. Other parts need work. The order makes sense most of the time.

Not shaped yet. The order of the paper is jumbled and confused.

Voice Individual and powerful. The paper has personality and sounds different from the way anyone else writes.

Individuality fades in and out. What you truly think and feel shows up only sometimes.

Not “you” yet. You don’t know what you truly think or feel yet.

Sentence fluency

Varied and natural. The sentences in your paper are delightful to read out loud.

Routine and functional. Some sentences are choppy and awkward, but most are clear.

Paper needs work because there isn’t enough sentence sense yet.

Total Out of 30

Out of

A mark of 24/30 or better is required to AVOID a resubmission under the policy of Haswell’s Minimal Marking.

Source: Summarised from: Student Friendly Writing Rubric from a School using the Six Traits of Writing, Discovered by John Norton while traveling in Alabama. Thanks to teachers at Maryvale Elementary in Mobile! www.middleweb.com

T O C P a g e 25


http://www.middleweb.com/ReadWrkshp/RWdownld/MvaleRubric.pdf


Writing resourcesExamine the following guides and examples of the writing style required for this course.

* WARNING!!! Denotes VERY, VERY HIGHLY RECOMMENDED reading!

About writing in general

Manalo, E., Wong-Toi, G., & Bartlett-Trafford, J. (2009). The business of writing: written communication skills for business students (3rd ed.). North Shore, NZ: Pearson Education New Zealand. [See Selected Readings]

Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2009). Essential Academic Skills (Revised). Melbourne, Australia: Oxford University Press. [See Selected Readings]

About organisation of writing

Mellalieu, P. J. (n.d.). The essay factory: A collaborative learning adventure. [Explains principles of five-paragraph essay-writing] Retrieved July 27, 2009, from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/6/27_The_essay_factory%3A_A_collaborative_learning_adventure_.html.

** Mellalieu, P. J. (2007, October 18). Model answer: A “Five Paragraph” essay in management. Retrieved July 27, 2009, from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/10/18_Model_answer%3A_A_%E2%80%9CFive_Paragraph%E2%80%9D_essay_in_management.html.

About word choice and grammatical convention

* McAlpine, R. (1997). Global English for Global Business, Auckland: Longman, ISBN 0 582 73998 5. [See Selected Readings]

** Mellalieu, P. (2007, July 3). Let’s all learn and teach Global English in our business schools! [Example of a five-paragraph essay] Retrieved July 27, 2009, from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/7/3_Let%E2%80%99s_all_Learn_and_Teach_Global_English_in_our_Business_School!.html.

*** Quality Web Content - From Plain English to Global English [Excellent overview of the vital need for adopting Global English .. and demonstrating how to achieve Global English in your writing], Retrieved 3 July 2007 3:32 PM, http://www.webpagecontent.com/arc_archive/139/5/

T O C P a g e 26


http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/6/27_The_essay_factory%3A_A_collaborative_learning_adventure_.html






http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/10/18_Model_answer%3A_A_%E2%80%9CFive_Paragraph%E2%80%9D_essay_in_management.html






http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2007/7/3_Let%E2%80%99s_all_Learn_and_Teach_Global_English_in_our_Business_School!.html








http://www.webpagecontent.com/arc_archive/139/5/

http://www.webpagecontent.com/arc_archive/139/5/

ReferencesHaswell, R. H. (1983). Minimal marking. College English, 45, pp. 600-604.

Emerson, L. (1999). A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context (Doctor of Philosophy in English). Massey University, Palmerston North, NZ.

T O C P a g e 27


12. Agenda and course material for studio 1

AimLO 1 (a): Explore the nature of innovation, entrepreneurship, and new venture development

Key topicsIntroduction: Creating a winning enterpriseClass operating principles, values and guidelines. Learning from ‘outrageous failure’ in the pursuit of innovation and creativitySafety, health, and risk management of class activitiesDefinitions of key concepts - innovation, invention, creativity, entrepreneurship, leadership, and new venture developmentOverview of Course Handbook, Selected Readings, and Course TextbookIntroduction to Assignment 3: strengths-based professional development and the StrengthsQuest assessment instrumentIntroduction to Assignment 2: New Venture Team Project; Application for New Venture Team ProjectJournaling, blogging and reflective writing (A component of Assignment 3)

PreparationPrepare responses for discussion in class to the questions below:

• Would you prefer to work in a big business, a small business, a not-for loss organisation, or an entrepreneurial organisation? Why?

• What do the terms innovation, invention, and entrepreneurship mean to you? Describe examples of your favorite innovators, inventors, entrepreneurs, and leaders. Discuss the innovations they have brought to success.

• Consider the best team that you have ever observed or worked within. What do you think made that team ‘the best’? (Your choice of team may be made from a work team, sports, recreation … or family). Discuss ‘the worst’ team you have worked with?

• Course relevance: How do you think the course BSNS 5391 Innovation & Entrepreneurship might be relevant to your other academic studies? … And to your current or future work life?Read the Executive Summary and Introduction to this Course Handbook. Identify aspects of that surprise or intrigue you. Why? What aspects do you agree with? What aspects do you disagree with or find surprising? Why?Complete the New Venture Application for Team Assignment in preparation for your being allocated to an Assignment 2 Project Team in Studio 2.

T O C P a g e 28


Read the Course Descriptor, Reading Schedule for this courseComplete the form Template 2: A Picture of Excellence, in Assignment THREE: TEMPLATESAcquire the course text book, Frederick and Kuratko. Read the text’s Foreword (by Australia Zoo owner, Teri Irwin) and Preface. Gain familiarity with the content, structure and aims of the text by:

• Examine the textbook table of contents. • Browse through to the start of each

chapter and read the introductory quote and chapter objectives.

• Skim read Chapter 1.• Note 1: An online version of Teri Irwin’s Foreword in Frederick and Kuratko is

available at:http://www.learnpreneurship.com/learn/mod/resource/view.php?id=503

• Note 2: Further online material related to the course text is available here at:http://www.learnpreneurship.com/

Download the StrengthsQuest User Guide from http://www.strengthsquest.com/content/File/144872/StrengthsQuest_User_Guide.pdfThis user guide will help those new to StrengthsQuest get started using the website. It will also help them understand and access the many features on the StrengthsQuest site.

Science is not the scarce resource. The

scarce resource is entrepreneurship.

Geoffrey Moore

T O C P a g e 29


http://www.learnpreneurship.com/learn/mod/resource/view.php?id=503


http://www.learnpreneurship.com/

http://www.learnpreneurship.com/

http://www.strengthsquest.com/content/File/144872/StrengthsQuest_User_Guide.pdf






Course agenda for studio 1ID Agenda Start Dur/

minEnd Ref

1 Introduction & welcome• Agenda overview• Mihi/About the tutor• Class operating principles, values and

guidelines• Safety, health, and risk management

0 15 15

2 Class health - start of studio• Csikszentmihalian flowmeter

15 10 25

3 Mini-lecture: Creating a winning enterprise• Who wants to be part of a winning team?• Why do we need winning teams?• What is required to create a winning

team?• Note: Audio recording here

25 20 45

4 Briefing for post-break activities• Explain New Venture Team Application

forms• Formation of prototype New Venture

teams

45 5 50

5 Break A 50 10 60

6 Overview of Course handbook: Exec SummaryPreliminary ‘glance’ at Assignment Portfolio

60 15 75

7 Introduction to Assignment 3: Professional Learning Agenda

• Introduction to strengths-based professional development

• Introduction to StrengthsQuest (SQ) assessment instrument

75 15 90

8 Question time 90 10 100

9 Briefing for post-break exercise 100 10 110

10 Break B 110 10 120

T O C P a g e 30


http://www.scribd.com/doc/28298764/Creating-a-winning-enterprise-your-place-in-the-entrepreneurial-process


http://www.archive.org/details/CreatingAWinningEnterpriseYourPlaceInTheEntrepreneurialProcess


ID Agenda Start Dur/min

End Ref

11 EXERCISE: Class building. In groups of five people:• Share and discuss New Venture

application forms• Discuss the questions detailed in

‘Preparation’• Summarise responses on a poster • Prepare a five-minute report back

introducing your poster

120 15 135

12 Report back from groups 135 15 150

13 Preparation for the next few weeks of your learning adventure. Before next studio:• Complete StrengthsQuest assessment• Complete a Team Talent Map for your

team• Complete required reading according to

Reading schedule• Read Assignments CAREFULLY. • Plan your next five weeks workload.• Any other business, questions?• Learning from ‘outrageous failure’

150 15 165

14 Class health - conclusion of studio• Csikszentmihalian flowmeter

165 5 170 Course book

15 Conclusion 170 0 170

16 End 170

T O C P a g e 31


New Venture Application for Team AssignmentTeam Allocated (Office use only)Preferred and Personal NamesFAMILY NAME (Caps)

A person I most admire is:… Reason ...

What I aspire to learn and achieve from this course is ….Qualification pursuing BBus Diploma (state)

International exchange Other (state)

Major(s) (Circle) Management Marketing Operations Human Resources Finance Accounting Other: state

Best/most preferred subjects (state up to 3)Number of level 6 and higher courses completed Years worked in NZ

Languages spoken(State)

English, Maori, Mandarin, Canton, Hindi,Spanish, German, French

Countries in which dwelt and/or worked (Enter years in brackets)

NZ ( ) China ( ) India ( ) Germany ( ) Sweden ( ) etc

I suspect my strongest contributions to a New Venture Team will be (Rank 1=top, 4 = least)

( ) Relating— interpersonal bonding and connecting ( ) Impacting — impact or influence lives of others ( ) Striving— motivate and generate energy ( ) Thinking— informational and perceptual (ideas, creativity, analysis)

StrengthsFinder talents(identified from on-line StrengthsQuest assessment)The key strengths and experience I will bring to my New Venture team are:

I am absolutely, absolutely ABSOLUTELY NOT available for team meetings at these times

Mon Tue Wed Thur Fri Sat Sun

T O C P a g e 32


Kai-zen: Improving our teaching and learning environment

Csikszentmihalian flowmeter (‘Chicks-send-me-high’)

We use an instrument called the Csikszentmihalian flowmeter on a weekly basis to identify the extent to which students in the class are progressing from, say, worry and anxiety about the course to a state of creative, high-performing ‘Csikszentmihalyian flow’.

On the basis of feedback from this instrument, the teacher can adapt his teaching approaches to improve learning outcomes. Furthermore, students can adapt their learning approaches and/or support each other within their project teams.

Worry, anxiety, and stress occurs when we perceive that we face a challenge that is beyond our current skills. We may feel ‘Anxiety’ or Worry’. We can respond to productively to anxiety (for example) through increasing our skills. We progress towards ‘Control’ and ‘Flow’. Alternatively we can respond unproductively in a variety of ways, such as withdrawing from the challenge (to Apathy)), complaining or blaming. There are other productive responses that we will discuss in class when appropriate or on request. See Also Frederick & Kuratko (2010, Ch. 2 Stress & the entrepreneur, pp. 47-51)

T O C P a g e 33


Defining your Csikszentmihalyian state

Emotion Value Definition

In flow

In control

Excited

Relaxed

Apathy

Boredom

Worry

Anxiety

5Performing vigorously and enthusiastically. Operating in the zone of our ‘peak performance’ where our skills just match the challenges presented.

4 The power to influence or direct [strongly] one’s behavior or the course of events.

3 Excited or provoked to a feeling of anger or strong emotions. Aroused to action.

2 Free from tension and anxiety.

-2 Lack of interest, enthusiasm, or concern.

-3 Weary because one is unoccupied or lacks interest in one's current activity.

-4 Give way to unease; allow one's mind to dwell on difficulty, uncertainty, or troubles

-5 Nervousness, or unease, typically about an imminent event or something with an uncertain outcome

Note: the above list is not exhaustive. For instance, unrelieved anxiety can lead to depression, whilst unrelieved flow can lead to mania or burnout. Add your own definitions of other emotions you regularly face… despair, panic!!!. Learning to identify a person’s emotional state enables you to self-manage your temperament: Self-management is a key requirement for successful leadership, management, and entrepreneurship. Definitions adapted from Apple Dictionary by Mellalieu.

T O C P a g e 34


My Weekly Csikszentmihalian Flow RecordEach class, mark your Csikszentmihalian/emotional state at the START (S) and FINISH (F) of each class. Note in your journal the conditions that gave rise to your emotion, the reasons for changes in your emotion, and actions you intend to undertake. Attach this chart as an Appendix to your final Reflective Essay.

Emotion Score 1 2 3 4 5 6 7 8 9 10 11 12 13

Class date

In flow

In control

Excited

Relaxed

Apathy

Boredom

Worry

Anxiety

5S

F

4S

F

3S

F

2S

F

-2S

F

-3S

F

-4S

F

-5S

F

S

F

S

F

T O C P a g e 35


StrengthsQuest™ Access Code and Instructions

Download the StrengthsQuest User Guide from http://www.strengthsquest.com/content/File/144872/StrengthsQuest_User_Guide.pdfThis user guide will help those new to StrengthsQuest get started using the website. It will also help them understand and access the many features on the StrengthsQuest site.

Write your SQ Access Code here: ______________ (Purchase from the course facilitator, approx cost $NZ $25 in the first class)Commence the StrengthsQuest experience by registering at: www.strengthsquest.com

Go to the box on the right labeled “New Users.”Enter the access code listed above (please double check that you have entered it correctly).Proceed through the registration (you will need an e-mail address) Remember your registration user id (your email address) ____________….. and password ______________Undertake the Clifton StrengthsFinder (approximately 45 minutes)Upon completion of the registration process, you will have access to all components of the StrengthsQuest web site.Logoff. Now practice logging back in as a returning user, to: www.strengthsquest.com

Explore the StrengthsQuest site using the form: Navigating the StrengthsQuest Web SIte.For more information about StrengthsQuest/StrengthsFinder and strengths-based professional development, see the course Selected Readings.Enjoy the StrengthsQuest experience!

If you have technical problems please contact the StrengthsQuest help line at USA +1 (888) 211-4049 or [email protected].

*Please note: If you have taken the Clifton StrengthsFinder before you may transfer your results. Go through the instructions with your code and after registration — before taking the assessment — it will ask if you have been through the assessment. Click ‘yes’ and it will try to find your results. If you have an e-mail address registered in our system from another book or code, you may have to use an alternative e-mail address. If you have any problems with this please contact our help line and they may be able to help you.

T O C P a g e 36










mailto:[email protected]


New ID Code Registration

Go to 1. www.strengthsquest.com. Click on “New Users” or “Sign In.” 2. Enter Access Code. 3. (If you have a problem signing in, call the 4. StrengthsQuest Help Desk at 1-888-211-4049, or e-mail [email protected].)Complete all of the fields on the “StrengthsQuest 5. Registration” page and click Continue.Choose a screen name (required) and an avatar 6. (optional) and click Register.Take the Clifton StrengthsFinder: Allow 45 minutes. 7. If you lose your connection, sign in again; you will automatically be returned to where you left o!. You have 20 seconds to respond to each item. When you’ve completed the Clifton StrengthsFinder, a report of your top five themes of talent will appear. Print and save your results.

Your StrengthsQuestTM Web Site

To access your personalized StrengthsQuest Web site, go to www.strengthsquest.com. In the “Returning Users” section, log in with the username and password you registered with. Problems signing in? Call the StrengthsQuest Help Desk at 1-888-211-4049 or e-mail [email protected].

Here’s what each main link has to offer:

STRENGTHS

Access your brief and complete theme reports. Print your action items. View descriptions of all 34 themes. Customize your own certificates, door hangers, and postcards.Strengths Discovery (2.0) Report. E-mail your top five.

COMMUNITY

Join or create a strengths community. Create, read, and respond to posts on the Discussion Forum page.

DEVELOPMENT

Curriculum and resources for educators. ONLINE BOOK

Read the book online. Print sections of the book by chapter. Download and print a PDF of the abridged version (without action items).

JOURNAL

Start your personal online strengths journal.

Navigating the StrengthsQuest™ Web Sitewww.strengthsquest.com

Copyright © 2008 Gallup, Inc. All rights reserved. Gallup®, StrengthsQuestTM, StrengthsFinder®, Clifton StrengthsFinder®, and each of the 34 Clifton StrengthsFinder theme names are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners.

Instruction

T O C P a g e 37


13. Lecture slides for Studio 1: Creating a winning enterprise

These slides may be viewed in on-line full screen mode here:

Mellalieu, P. J. (2010, March 10). Creating a winning enterprise: your place in the entrepreneurial process - Scribd. Slideshow, Auckland: Unitec Institute of Technology. Retrieved from http://www.scribd.com/doc/28298764/Creating-a-winning-enterprise-your-place-in-the-entrepreneurial-process

An audio recording of the lecture may be heard here:

Mellalieu, P. J. (2010). Creating a winning enterprise: your place in the entrepreneurial process - Internet Archive. Retrieved from http://www.archive.org/details/CreatingAWinningEnterpriseYourPlaceInTheEntrepreneurialProcess

T O C P a g e 38












Creating a winning enterpriseYour place in the entrepreneurial process

Peter J MELLALIEUUnitec Institute of Technology

1

Who wants to be part of a winning enterprise?

2

• In sports, the coach needs to know:

• rules of the game

• challenges of each position in the team

• goals we are seeking

• talents and interests of each player

3 4

The entrepreneurial process:the complete model

5 6

7

Exercise: A winning enterprise? ... ... or a team of winners?

• EXAMINE the pieces of the entrepreneurial process (EP) ‘jigsaw’.

• IDENTIFY the piece(s) of the jigsaw that you can most contribute

to your team.

• JUSTIFY your choice to your team in terms of your talents,

interests, and/or strengths.

8

The entrepreneurial process: a partial model

9 10

11 12

13

?

Source: http://brainz.org/media/uploads/2009/02/3237757930_5393324981_m.jpg

14

Biomimicry

Source: http://brainz.org/media/uploads/2009/02/3237757930_5393324981_m.jpg

15

Sources ofentrepreneurial opportunities

Opportunity source Scope Example

New knowledge Biomimicry Velcro

Climate change Green consumersim Eco-kettle

Economy FashionSecond-hand clothing;

Re-created clothing

Demographic changeWar, migration, medical

technologyHome help for DINKS and

elderly

Why? What if? ... do people smoke?What if we could invent a

safe substitute

Risk into opportunity Living on a volcano Adventure tourism

Source: Mellalieu; Frederick & Kuratko (2010); Drucker, (1985)

16

http://www.ecokettle.com/

Eco-maginative responsesto climate change

17 18

Growing an enterprise that succeeds

19

Growing an enterprise that succeeds

20

Overcome obstacles

21 22

23 24

25

Why create an enterprise?

26

Why create an enterprise?

27

Profit is the MEANS through which an enterprise achieves its OBJECTIVES

28

29

The entrepreneurial process:the complete model

30

Exercise: A winning enterprise? ... ... or a team of winners?

• EXAMINE the pieces of the entrepreneurial process (EP) ‘jigsaw’.

• IDENTIFY the piece(s) of the jigsaw that you can most contribute

to your team.

• JUSTIFY your choice to your team in terms of your talents,

interests, and/or strengths.

• NEGOTIATE the best allocation of the pieces of the jigsaw to

create a ‘winning team’.

• IDENTIFY how you will address weaknesses in your team’s

talents and/or interests.

31 32

ContactPeter J MELLALIEU

Unitec Institute of Technology

Auckland, New Zealand

[email protected]

http://unitec.ac.nz

33

The Art of the start

34

Further reading• Bolton, B., & Thompson, J. (2003). The Entrepreneur in Focus. London:

Thomson. Retrieved from http://books.google.com/books?

id=KxTN68uZKGkC&printsec=copyright&dq=book+bolton+thompson

+the+entrepreneur+in+focus#PPR5,M1 !

• Bolton, B., & Thompson, J. (2004). Entrepreneurs: Talent, temperament,

technique (2nd ed.). Oxford: Butterworth Heinemann. !Frederick, H., &

Kuratko, D. F. (2010). Entrepreneurship: Theory, Process, Practice (Asia-

Pacific Edition) (2nd ed.). Melbourne: Cengage Learning. !

• Kawasaki, G. (n.d.). Art of the Start - website. Retrieved September 30, 2009,

from http://www.guykawasaki.com/books/art-of-the-start.shtml

• Quotes by Richard Branson. (n.d.). Retrieved March 9, 2010, from http://

www.gaia.com/quotes/richard_branson

35

Other sources• Biomimicry - burrs and velcro. (n.d.). . Retrieved from http://

media.brainz.org/uploads/2009/02/3237757930_5393324981_m.jpg

• Extreme Backpackers, Turangi - Peter Mellalieu

• Multimedia – Album – Sir Richard Branson | Virgin Galactic. (n.d.). . Retrieved March 10, 2010, from http://www.virgingalactic.com/multimedia/album/sir-richard-branson/ Velcro Hooks.jpg - Wikipedia, the free encyclopedia. (n.d.). . Retrieved March 10, 2010, from http://en.wikipedia.org/wiki/File:Velcro_Hooks.jpg

• The 15 Coolest Cases of Biomimicry. (n.d.). Retrieved March 10, 2010, from http://brainz.org/15-coolest-cases-biomimicry/

• Eco-kettle -

36

Technical note

• Sound recording: Samson H4n digital recorder

• Sound mixing: Apple Garageband

• Presentation: Apple iWorks Keynote

• http://teach.myndsurfers.org.nz

37

14. Agenda and course material for studio 2

AimLO 1 (continued): Explore the nature of innovation, entrepreneurship, and new venture development

Preparation Prior to attendance at Studio 2 you should have completed the following tasks:

WARNING!!! ABSOLUTELY ESSENTIAL:Submit Assignment THREE, part 3a.

• Complete the on-line StrengthsQuest assessment (as per instructions in Studio 1)

• Complete a StrengthsQuest Team Talent Map for your team. See details hereReview all Assignments. Identify issues that you need clarification from the tutor.Read CAREFULLY the requirements for Assignment TWO: Team New Venture Project.Plan your next five weeks workload based on the Semester-specific Reading Schedule and Assignment submission dates.Enroll as a member in the course NING site, http://innovation5391.ning.com.Take a quick tour of the resources on the NING site created by previous students. Especially those pertaining to Assignment 2.Complete required reading according to the Reading schedule

T O C P a g e 49




Course agenda for studio 2

Item Start Dur/min

End Ref

1 Welcome and agenda overview 0 5 5

2 Class health - start of class• Csikszentmihalian stressometer

5 5 10 Course book

3 Discussion, questions and tests arising from previous weeks’ text and reading: Lecture: F&K Ch 1: Entrepreneurship evolution and revolution

10 15 25 See Reading Schedule

4 Introduction to Assignment 2: New Venture Team Project


5 Briefing for experiential exercise 40 10 50

6 Break A 50 10 60

7 Experiential exercise: The Art of the Start

Recruit and launch a New Venture ‘Winning Team’ for Assignment 2. Base your recruitment on the principles of strengths-based development

60 25 85

8 Review of exercise 85 25 110

9 Break B 110 10 120

10 Review of text and readings for this week: F&K Ch. 2.Definitions of key concepts - innovation, entrepreneurship, and new venture development:

120 15 135

11 Video: It’s up to me (Bolton & Thompson) 135 15 150

12 Follow-up activities before next class• Prepare to Submit Assignment 1a


13 Class health - end of class• Csikszentmihalian stressometer;• Suggestions for class improvement



T O C P a g e 50


StrengthsQuestTM

REFERENCE CARD

Copyright © 2000 !e Gallup Organization, Princeton, NJ. All rights reserved. Gallup®, StrengthsFinder®, Clifton StrengthsFinderTM, and each of the 34 Clifton StrengthsFinder theme names are trademarks of !e Gallup Organization, Princeton, NJ.

ACHIEVER People especially talented in the Achiever theme have a great deal of stamina and work hard. !ey take great satisfaction from being busy and productive.

ACTIVATOR People especially talented in the Activator theme can make things happen by turning thoughts into action. !ey are often impatient.

ADAPTABILITY People especially talented in the Adaptability theme prefer to “go with the flow.” !ey tend to be “now” people who take things as they come and discover the future one day at a time.

ANALYTICAL People especially talented in the Analytical theme search for reasons and causes. !ey have the ability to think about all the factors that might a"ect a situation.

ARRANGER People especially talented in the Arranger theme can organize, but they also have a flexibility that complements this ability. !ey like to figure out how all of the pieces and resources can be arranged for maximum productivity.

BELIEF People especially talented in the Belief theme have certain core values that are unchanging. Out of these values emerges a defined purpose for their life.

COMMAND People especially talented in the Command theme have presence. !ey can take control of a situation and make decisions.

COMMUNICATION People especially talented in the Communication theme generally find it easy to put their thoughts into words. !ey are good conversationalists and presenters.

COMPETITION People especially talented in the Competition theme measure their progress against the performance of others. !ey strive to win first place and revel in contests.

CONNECTEDNESS People especially talented in the Connectedness theme have faith in the links between all things. !ey believe there are few coincidences and that almost every event has a reason.

CONSISTENCY People especially talented in the Consistency theme are keenly aware of the need to treat people the same. !ey try to treat everyone in the world with consistency by setting up clear rules and adhering to them.

CONTEXT People especially talented in the Context theme enjoy thinking about the past. !ey understand the present by researching its history.

DELIBERATIVE People especially talented in the Deliberative theme are best described by the serious care they take in making decisions or choices. !ey anticipate the obstacles.

DEVELOPER People especially talented in the Developer theme recognize and cultivate the potential in others. !ey spot the signs of each small improvement and derive satisfaction from these improvements.

DISCIPLINE People especially talented in the Discipline theme enjoy routine and structure. !eir world is best described by the order they create.

EMPATHY People especially talented in the Empathy theme can sense the feelings of other people by imagining themselves in others’ lives or others’ situations.

WWW.STRENGTHSQUEST.COM

T O C P a g e 51


Copyright © 2000 !e Gallup Organization, Princeton, NJ. All rights reserved. Gallup®, StrengthsFinder®, Clifton StrengthsFinderTM, and each of the 34 Clifton StrengthsFinder theme names are trademarks of !e Gallup Organization, Princeton, NJ.

FOCUS People especially talented in the Focus theme can take a direction, follow through, and make the corrections necessary to stay on track. !ey prioritize, then act.

FUTURISTIC People especially talented in the Futuristic theme are inspired by the future and what could be. !ey inspire others with their visions of the future.

HARMONY People especially talented in the Harmony theme look for consensus. !ey don’t enjoy conflict; rather, they seek areas of agreement.

IDEATION People especially talented in the Ideation theme are fascinated by ideas. !ey are able to find connections between seemingly disparate phenomena.

INCLUDER People especially talented in the Includer theme are accepting of others. !ey show awareness of those who feel left out, and make an e"ort to include them.

INDIVIDUALIZATION People especially talented in the Individualization theme are intrigued with the unique qualities of each person. !ey have a gift for figuring out how people who are di"erent can work together productively.

INPUT People especially talented in the Input theme have a craving to know more. Often they like to collect and archive all kinds of information.

INTELLECTION People especially talented in the Intellection theme are characterized by their intellectual activity. !ey are introspective and appreciate intellectual discussions.

LEARNER People especially talented in the Learner theme have a great desire to learn and want to continuously improve. In particular, the process of learning, rather than the outcome, excites them.

MAXIMIZER People especially talented in the Maximizer theme focus on strengths as a way to stimulate personal and group excellence. !ey seek to transform something especially talented into something superb.

POSITIVITY People especially talented in the Positivity theme have an enthusiasm that is contagious. !ey are upbeat and can get others excited about what they are going to do.

RELATOR People who are especially talented in the Relator theme enjoy close relationships with others. !ey find deep satisfaction in working hard with friends to achieve a goal.

RESPONSIBILITY People especially talented in the Responsibility theme take psychological ownership of what they say they will do. !ey are committed to stable values such as honesty and loyalty.

RESTORATIVE People especially talented in the Restorative theme are adept at dealing with problems. !ey are good at figuring out what is wrong and resolving it.

SELF-ASSURANCE People especially talented in the Self-Assurance theme feel confident in their ability to manage their own lives. !ey possess an inner compass that gives them confidence that their decisions are right.

SIGNIFICANCE People especially talented in the Significance theme want to be very important in the eyes of others. !ey are independent and want to be recognized.

STRATEGIC People especially talented in the Strategic theme create alternative ways to proceed. Faced with any given scenario, they can quickly spot the relevant patterns and issues.

WOO People especially talented in the Woo theme love the challenge of meeting new people and winning them over. !ey derive satisfaction from breaking the ice and making a connection with another person.

All 34 Themes Full Description

A full description of each talent theme is available on the StrengthsQuest site, here

T O C P a g e 52


http://www.strengthsquest.com/content/141365/Resources.aspx

http://www.strengthsquest.com/content/141365/Resources.aspx

15. Agenda and course material for future studios

Item Start Dur/min

End Ref

1 Welcome and agenda overview 0 5 5

2 Class health - start of class• Csikszentmihalian flowmeter

5 5 10 Course book

3 Discussion, questions and tests arising from previous weeks’ text and reading


4 Review of text and readings for this week 25 15 40 See Reading Schedule

5 Briefing for experiential exercise 40 10 50 Learning management systems

6 Break A 50 10 60

7 Experiential exercise 60 25 85

8 Review of exercise 85 25 110

9 Break B 110 10 120

10 Oral presentations 120 30 150

11 Feedback on presentations 150 10 160

12 Follow-up activities before next class 160 5 165 See Reading Schedule

13 Class health - end of class• Csikszentmihalian flowmeter;• Suggestions for class improvement



Specific agenda will unfold as the course progresses. Visit the course learning support system, Ning/Moodle/Blackboard, as appropriate

T O C P a g e 53


16. Assignment ONE: Case analysis of a new venture

An individual case analysis of a new venture in New Zealand.

Type Individual assignment. Short answers presented as a report.

Components


Net Wt/Course

Out of

Work hours

1 Case analysis 15 100 15 20

1 a Case study (In-progress)

Week 3 20 3 100 5

1 b Case Study (Final)

Week 6 60 9 100 15

1 c Writing quality Week 6 20 3 30

Overview This assignment requires you to summarise and evaluate a series of innovations that have been introduced to Formway Furniture Ltd since 2000.

PurposeTo present recommendations that will guide Formway to continue to adapt, prosper, and grow from the foundations of the new capabilities summarised in your report.

ScopeYour investigation requires you to evaluate SECONDARY SOURCES of data obtained from public sources (presented below). You are EXPRESSLY FORBIDDEN to contact employees or managers at Formway, or its associates. You are permitted to visit showrooms and other locations where office furniture is displayed for sale.

MethodologyYou will apply the business case method (See Turner, Ch. 7) as the basis for evaluating the source data. A sequence of guiding questions is presented below.

T O C P a g e 54


InstructionsRead the case study: Sustainable Design at Formway Furniture INFO 182 (Ministry for the Environment (2007) and the supplementary case resources.Write complete, grammatical sentences that respond to the questions belowSubmit your draft answers to Part ONE as Assignment 1 a. Your submission for Part ONE (1 a ) will be assessed SOLELY against the rubric used for Assignment 1 a and 1 c: Writing QualityYour Part ONE submission (1 a) will also be subject to a constructive peer review process conducted with students in your Assignment 2 Project Team. In addition to the copy you submit to the instructor, bring sufficient additional copies of Part One to share with your team members.Submit your full report for ALL parts (ONE, TWO, THREE) as Assignment 1 b and c. You will have the opportunity to re-write your answers submitted as 1 a (Part ONE) after the Case Study workshop scheduled for Studio Week 3. Note you also receive marks for writing quality, Assignment 1 c.The questions in PART ONE for this assignment - detailed below help you understand why and how Formway introduced its innovations. Part THREE is the crux of the assignment. (Which is why these questions receive more marks!) Part THREE requires you to assess whether you think that Formway is well positioned to face the competitive market place for office furniture in the future. Your evaluation derives from your understanding of the competitive capabilities Formway has developed in relation to those required of a successful high-growth entrepreneurial company (as detailed in your course textbook).Some questions require simple paraphrasing of material you identify in the case material. Questions indicated with ** and *** are more challenging. They require additional reading and demonstration of critical thinking skills (See Turner et al. Ch 1; Manalo et al Ch. 1)

T O C P a g e 55


Formway’s Be chair. Source Barrett (2009)

T O C P a g e 56


Part ONE: Background to the new venture at Formway

1.1 Summarise the nature of the innovations introduced at Formway since 2000. (Hint: Ensure you identify both the new products AND new processes that were introduced to Formway.)

1.2 What are the five elements of Formway’s environmental strategy?

1.3 * The environmental manager at Formway states that “Marketers, designers and engineers need to be encouraged to look for opportunities that add value to a company and benefit the environment simultaneously.” (McLaren, Case, p. 2) What approaches does your course text suggest could be used to generate ‘opportunities that add value’? Hint: Use the Index in your course text, Frederick and Kuratko to look up the term: ‘opportunities - identification’.

1.3 ** In your assessment, what do you consider were the external key trends, opportunities, or threats that may have inspired Formway Furniture’s initiative to:

Explore the contribution of an environmental strategy for the company?

Design the LIFE chair?

(Hint: Consider Frederick and Kuratko, 2010, Ch. 5, p.p. 155-156.)

1.4 *** Explain the term ‘design-led company’ as used by Formway’s CEO, Alan Buckner. (Hint: The company website extends on the use of the term used in the case study. Furthermore, conduct a web-search for the term ‘design-led company’ as used in New Zealand business. DO NOT guess the answer! Remember to cite references you use.)

Part TWO: Implementing the new venture (24 marks)

2.1 Detail how the LIFE chair superior is to: Previous Formway products? … and competitors’ products?

2.2 What new processes and practices did Formway adopt in order to make the LIFE chair?

2.3 ** What external resources were used by Formway to assist in the LIFE chair project? Why? How were these resources acquired? Hint: Be specific!

2.4 * What have been the benefits and consequences to Formway of introducing the LIFE chair to the market?

2.5 *** Compare and contrast the approaches presented in your text regarding managing a process of innovation with the actual, specific practices pursued by Formway. (Hint: see, for instance, ‘The Innovation Process’, Frederick & Kuratko, Ch. 5, pp 171-172. You could create a table showing examples of how Formway used the principles presented in your text.)

T O C P a g e 57


Part THREE: Conclusions, recommendations and personal reflection

3.1 What ALTERNATIVE directions could Formway pursue to maintain its success?

3.2 *** State and justify your conclusions and recommendations for ensuring Formway continues to grow, innovate, and prosper. HINT: Select and justify at least ONE of the alternatives you identified in 3.1. Consider the ‘feasibility’ of your recommendation. Here is another use for your text index!

3.3 List and explain three lessons you have gained from your study of the Formway case.

APPENDIX: Industry background [Optional extra]

APPENDIX A: What is the role of new venture teams within Formway regarding environmental management programmes. How do these teams operate?

APPENDIX B: ** Compare and contrast the approach taken to adopt sustainable principles by Formway with that of Interface Flooring. (See Case 5.1 Interface Asia-Pacific, in Frederick & Kuratko, Ch 5, and on-line search resources about Interface)

Case resources

Principle case document

Ministry for the Environment (2007). Sustainable Design at Formway Furniture. (INFO 182). (2007). Retrieved March 1, 2010 , from http://www.mfe.govt.nz/publications/sus-dev/case-study-sustainable-design-at-formway-furniture-feb07/

Supplementary resources

Barrett, M. (2009, October 15). Product design: Be by Formway. Prodesign. Retrieved July 18, 2010, from http://prodesign.co.nz/product-design-be-by-formway/2009/10/15/

Formway Furniture: Leaders in design - TechNZ. (n.d.). Retrieved March 1, 2010, from http://www.frst.govt.nz/files/images/Manufacturing_Formway.pdf

Home - Formway. (n.d.). Retrieved March 1, 2010, from http://www.formway.com/

McLaren, J. (2008). Life Cycle Management - Sustainability and society bridging piece [Case study of Formway Furniture]. Wellington, New Zealand: Landcare Research. Retrieved from http://www.landcareresearch.co.nz/publications/researchpubs/LCM_Briefing.pdf#search=%22mclaren%22

Sustainable design at Formway Furniture, Case 3.2, pp. 101-102, Ch. 3 in Frederick, H., & Kuratko, D. F. (2010). Entrepreneurship: Theory, process, practice (Asia-Pacific Edition) (2nd ed.). Melbourne: Cengage Learning.

T O C P a g e 58


http://www.mfe.govt.nz/publications/sus-dev/case-study-sustainable-design-at-formway-furniture-feb07/






http://prodesign.co.nz/product-design-be-by-formway/2009/10/15/




http://www.frst.govt.nz/files/images/Manufacturing_Formway.pdf

http://www.frst.govt.nz/files/images/Manufacturing_Formway.pdf

http://www.formway.com/




http://www.landcareresearch.co.nz/publications/researchpubs/LCM_Briefing.pdf#search=%22mclaren%22




Assessment and gradingYour grade is assessed using the TWO rubrics presented at the end of this specification, including:

the persuasiveness of your arguments the quality of your supporting research and evidence use of formal, appropriate, academic English language judgment citation and referencing of relevant literaturecreative design, media and professional presentation

In the rubric, totals add to more than 100 due to availability of [Optional] extra components for the Appendixes. Assignments that grade in excess of 100 will be given credit as 100 marks.

Professional and academic skills developmentThe following references are especially relevant to conducting a case assignment:

Turner et al Ch. 7: Doing case studies and writing reports (See Selected Readings)Turner et Al: Appendix D: Case study exercise.Manalo et al Ch. 5: What are case studies?

Reminder: In this course (and others!) you are expected to develop and demonstrate your application of academic skills and principles discussed in:

Manalo et al.:

Ch 1: Thinking criticallyCh 8: Referencing (See also Turner et al Appendix A)Appendix A: Comprehending the question or taskAppendix D: Revising, editing, proofreading, and presenting written workAppendix E: Using marking criteria and marker feedback

Turner et al.:

Ch 1: Thinking about learningCh 2: Listening for academic purposesCh 3: Reading for academic purposesCh 4: Basic academic writing skills

Quinn et al:

Managing information through critical thinking

T O C P a g e 59


Audience and languageGlobal English, please!

Write your assignment using language and style appropriate for an audience such as the following:

General manager or director of a small-medium enterprise (no qualifications, considerable experience, interested to broaden their knowledge of strategy, general management, and sustainability in business)Graduates of this course, or senior students of innovation, entrepreneurship, strategy, general management, and leadership at an esteemed tertiary institutionIntelligent laymen interested in business thinking and/or sustainable development.

The language of your assignment must be appropriate for a multi-national, culturally diverse audience of business readers. Imagine that the audience for your artifact is an international manager who uses English for conducting business. However, assume that English is NOT their first language. For an example of the appropriate language style, see Mellalieu, 2007a,b, Quality Web Content, and McAlpine, 1997.

WARNING!!! The Haswell minimal marking policy applies to this assignment. See section: Assignments policy.

Project management and research assistance‘Right-size’ your topic to the time you have available for investigating and writing this assignment.

Use Mellalieu (2001) “Creating the A+ Assignment: A Project Management Framework” to plan and guide your progress with this assignment.

Maintain a personal diary, learning log, or on-line blog record of your project achievements on a daily basis. You will discover that you receive personal benefits through achieving better project outcomes and personal learning.

You are expected to schedule assistance from the Te Puna Ako (Unitec Student Learning Centre) and the Unitec Library in advance of the final submission dates. Seek assistance in essay writing, grammar improvement, style, proof-reading, and referencing.

Use Zotero or Endnote to manage your citations and references.

Acknowledgments and collaborationAcknowledge all assistance from people such as other students in the class who assist you, and external assistance from Te Puna Ako Learning Centre.

T O C P a g e 60


You are invited to collaborate with other students in class to assist and encourage each other in your research, writing, proof reading, and editing tasks. However, your submission MUST be written in your own words. Copied text MUST be presented in ‘quotation marks’ and cited correctly.

Media format Please submit your exhibition document in an electronic media format - so that future students can view and/or add to your material.

pdfMicrosoft Word

To assist future readers viewing your assignment: Please provide active URLs in your document.

Creating pdf documents

There is a free download from Microsoft that makes pdfs from Word, Powerpoint and other document formats. All Macs produce pdfs as a matter of routine.

Executive summary: scaffoldYour report should include an Executive Summary. Here is a scaffold that you may adapt freely (based on my implementation of Turner et al, Ch. 7, p. 145):

Overview: This report summarises a series of innovations that have been introduced to Formway Furniture Ltd since 2002.

Purpose: The purpose of the report is to present recommendations that will guide Formway to continue to adapt, prosper, and grow from the foundations of the new capabilities described.

Scope: The investigation undertaken evaluates secondary sources of data obtained from public sources. No contact was made directly with Formway or its associates. The business case method was used as the basis for evaluating the source data informed by a sequence of questions specified by Mellalieu (2010).

Findings: The principle results found are that Formway …. [summarise the main results and findings]

Recommendations: On the basis of our analysis we recommend that Formway Furniture:

1. INVESTIGATE the market opportunities for space capsule ejection seat technology

2. ESTABLISH a new design facility on the dark side of the moon, contingent on the opportunities identified by Recommendation 1.

3. ….

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… And that’s it. Nothing more in the Executive Summary!

Warning!!! Immediate actionHere are some suggestions to guide your initial investigation engagement with this assignment.

Commence work on this assignment immediately. You do not need to wait until we cover the relevant chapters in class.This assignment is focussed especially around chapters 3 and 5 of your text, Frederick & Kuratko. Skim read these two chapters so that you are familiar with their contents.This is a case study assignment. Read the relevant chapters in Turner et al. and Manalo et al concerning case study assignments.Read the case questions. Ensure you understand the technical terms used in the case questions. Refer to the index and contents list in your course text and other reference resources such as Wikipedia. Brainstorm on a mindmap your the evidence you need to complete your answer.Read the case document and supplementary resources and draft your answers. Read the case documents several terms. First: skim read. Second: Read to make notes. Third: after writing your penultimate draft, re-read again to identify ‘nuggets’ that you may have missed that you can use to embellish your answers.Check and refine your answers by reviewing more carefully the course text.Several of the questions have answers that you can take directly from the case document. For example, Question 1.5. Those are ‘easy’ marks. However….…. Several questions require you to provide reasoning and evidence in your answers from the case documents, the text, and additional reading. In these questions (marked **) there is no single correct answer. A high-scoring answer is an answer that is argued with convincing evidence, reasoning, and originalityWrite complete, grammatical sentences that respond to the questions. For example, in response to Question 1, you could could commence your writing:Since 2000, Formway Furniture Ltd. has introduced several innovations. Formway’s innovations include:

• The Large Hadron Collider - a machine for smashing nuclear particles together at velocities approaching the speed of light.

• The Combobulation Process - a management process that combines ideas from several functional disciples within the company’s suppliers to create a conflagration of …..

Note my use of short sentence in the examples: a Global English principle!

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Final check and refine your entire submission by reviewing:• The assessment rubric• Figure: Professional Language: Six-Trait Method for Evaluating Writing

Quality• The references related to Professional and academic skills development,

presented earlier. • Picky House Style matters, such as page numbering, section numbering,

headings, end-matter. See Turner Ch. 7: Case studies and reports.• Especially: Manalo et al Appendix D: Revising, editing, proofreading, and

presenting written work

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Assessment rubric - Assignment 1b - Case study

Name:!! ! ! ! ! ! ! Student IDQuestion Topic Mark

availableMark

awarded

Executive summary and professional

presentation

Part ONE

1.1

1.2

1.3

1.4

1.5

Part TWO

2.1

2.2

2.3

2.4

2.5

Part THREE

3.1

3.2

3.3

Appendixes

A

B

Professional language

Unitec cover sheet; Title Page; Table of Contents; Executive Summary; Report format including Binding; Innovation, creativity and enterprise in presentation; Citations/References for evidence provided; Proper APA format

10

nature of the innovations 5

five elements 5

opportunities that add value 5

key trends 5

design-led company 10

superiority 5

new processes and practices 5

external resources 5

benefits, consequences 10

compare and contrast 10

alternatives 5

recommendations justified 10

personal lessons 10

role of teams (optional) 5

contrast with Interface Flooring (optional) 10

Your assignment gains ZERO marks if you fail to gain 24/30 as specified in House style: written and oral communication standards and Assessment rubric - Assignment 1a and 1c

Total 115

Totals add to more than 100 due to availability of [Optional] extra components for APPENDIXES. Assignments that grade in excess of 100 will be given credit as 100 marks.

T O C P a g e 64


Assessment rubric - Assignment 1a and 1c - Case study

Professional Language: Six-Trait Method for Evaluating Writing Quality

Trait High / 4 - 5 Middle /2 - 3 Low /0 - 1 Mark

Ideas and content

Focussed, succinct, specific. The ideas and topic keep the reader’s attention

Some really good parts. Some parts not there yet.

Just beginning to figure out what you want to say

Word choice Extremely succinct, visual, and accurate. You picked the correct words for the correct places. Choice of Global English word

Correct but not striking. The words get the message across, but don’t capture the reader’s attention.

Confusing. The reader is often asking “What did you mean by this?”

Grammatical conventions

Mostly correct. There are few errors in the paper. Global English applied.

About halfway there. Several bothersome mistakes need cleaning up.

Editing not under control yet. It would take a first reading to decode, and a second reading to get the message.

Organisation Clear and compelling. You have chosen an order that works well and makes the reader want to find out what comes next.

Some really smooth parts. Other parts need work. The order makes sense most of the time.

Not shaped yet. The order of the paper is jumbled and confused.

Voice Individual and powerful. The paper has personality and sounds different from the way anyone else writes.

Individuality fades in and out. What you truly think and feel shows up only sometimes.

Not “you” yet. You don’t know what you truly think or feel yet.

Sentence fluency

Varied and natural. The sentences in your paper are delightful to read out loud.

Routine and functional. Some sentences are choppy and awkward, but most are clear.

Paper needs work because there isn’t enough sentence sense yet.

Total Out of 30

Out of

A mark of 24/30 or better is required to AVOID a resubmission under the policy of Haswell’s Minimal Marking.

Source: Summarised from: Student Friendly Writing Rubric from a School using the Six Traits of Writing, Discovered by John Norton while traveling in Alabama. Thanks to teachers at Maryvale Elementary in Mobile! www.middleweb.com

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17. Assignment TWO: Group Project A group assessed project based on a field trip, case investigation, or SIFE project


Net Wt/Course

Out of

Work hours

2 Group Project

40 100 40 35

2 a Workshop presentation

Weekly, from Week 6

50 20 100 25

2 b Multi-media resource


25 10 100 5

2 c Test questions and model answers


25 10 100 5

ScenarioYou are a founding partner in a ‘boutique’ educational training company. The company specialises in providing innovative, experiential education, training and development services to clients in the South Pacific islands and recent immigrant communities in New Zealand.

Your company’s strategic intent is to expand your operations:

throughout the Pacific and then throughdistressed or disadvantaged communities throughout South-East Asia, India, Latin America, and Africa.

Your training company has accepted an invitation to deliver a training workshop to a potential new client. Your challenge is to convince the prospective client that your company can design training programmes that are innovative, appropriate, and achieve a high impact for the client’s intended customers.

If you demonstrate your company has ‘the right stuff’ then you will be offered a valuable three-year contract with a multi-national enterprise development agency such as the World Bank or the United Nations Development Program (UNDP)

Consequently, your company’s directors have tasked you and several colleagues to design and present an innovative training workshop event. The event must demonstrate the talents and strengths of your team in meeting the client’s need.

Your chief executive will advise the specific topic that is required for the event. You know that the topic will be drawn from the course schedule of a highly esteemed educational programme in innovation and entrepreneurship in a New Zealand institute of technology. See Topics, Content And Reading Schedule

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Explanatory NotesThe Chief Executive mentioned in the above scenario is the course facilitator.

The topic each team will be allocated is selected from the second part (post-break) of the course schedule.

You will present your training workshop during the post-break part of the course during class. Accordingly, your team must be established and working productively during the first part of the course.

DeliverablesYour task is to design and deliver

A training workshopSupplementary handoutsMulti-media products for viewing by current and future studentsFacilitators’ guide notes for use by future users of your training packageA set of questions and model answers that will be used in the course Final Test.

Presentation time

The maximum time permitted for your presentation will be according to the rules of the SIFE Programme. That is 37 minutes, including time for set-up, presentation, questions, and exit. Check SIFE site for updates to previous rules.

In general, a maximum time of 40 minutes will be allowed, except in circumstances otherwise negotiated with the course facilitator.

Presentation venue

You may negotiate an outside, off-campus location for delivering your presentation. For example, a high school, the Unitec AdventureWorks facility, a mountain-top. All arrangements including advising other course participants and complying with Unitec’s Risk Management Policy are your responsibility.

Workshop Handouts

You are required to submit to your audience your presentation (speech) notes and/or visuals as you deem appropriate. At least one printed copy for each team.

Length: 15 pages maximum. At least one copy per audience team. Electronic copies must be made available to the audience, future facilitators and future students through the course NING website.

As a scholar, your presentation notes should include full academic citations and references.

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You may present your visuals as:

Slide presentationVideoPosterOther multi-media medium as negotiated with the course facilitator.

WARNING: Full names, please!!!

Include your full names, aka names and contact details on the presentation cover page. Remember You are ‘pitching’ for a training contract!

Ensure the tutor’s copy includes a Unitec cover sheet with full student names, ID, group name, and topic.

Facilitators’ notes

The aim of the Facilitators’ notes are to provide any person in the future with guidance on how to deliver the workshop you have designed. Include an outline of:

timing of eventsaim of activityinstructions on conducting the activity.

Length as required. Ensure exercises that you utilise from other sources are referenced and cited appropriately. Clearly protect your team’s own inventions by signaling trade-mark. For example: Globopoly©™.

Final Test questions and model answers

The questions should:

Test that the ‘examination candidate’ has attended your workshop, read the required text chapter, and followed up on recommended/required post-workshop activities.Ten multi-choice questions, with selected answer, and appropriate text reference or justification. One set of questions requiring short written answers (As per Assignment ONE). Model answers, arguments, references required. ALternatively, a topic statement suitable for a short persuasive essay. See Example Test.

Media format Please submit and create your exhibition document and handout(s) in an electronic media format - so that future students can view and/or add to your material. Examples:

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Acrobat pdfQuicktime (a movie or sound format)Youtube (a video blog)Tumblr (a multi-media blog)Presi (a flexible presentation format)Microsoft Word

To assist future readers viewing your assignment: Please provide active URLs in your documents.

Assessment guidelinesYour presentation will be evaluated according to the criteria presented in the assessment rubric below. You may negotiate an alternative rubric with the course tutor. However, this must be negotiated at least two weeks prior to your presentation. Furthermore, the following requirements for Assignment ONE apply to this assignment:

Audience and language (negotiable with the company Chief Executive)Assessment and gradingMedia format Haswell’s ‘Minimal marking’Project management and research assistanceAcknowledgments and collaborationProfessional and academic skills development

General adviceAs a general guide, your presentation should:

• Explain and demonstrate the application of specific tools for innovation, creative, and entrepreneurship selected from the course schedule and/or text as pre-allocated by the course facilitator.

• Involve the audience (class) as much as possible,

• Supply handout notes,

• Utilise appropriate multi-media and communication technologies,

• Be prepared to answer any questions that may arise from the audience and judges.

• Encourage the participant to ‘find out more’ about the topic. This includes reading the course text, reviewing the handout and multi-media materials and learning ‘beyond the text’

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• Include a brief assessment item to test that participants have learned key ‘take home’ messages

• Illustrate the strengths and talents of your team members

• Present examples of eco-innovation, eco-design, eco-entrepreneurship and/or sustainable development relevant to the client communities detailed in the opening scenario.

OPTION: you may pre-record elements of your presentation and submit the recording in lieu of a face-to-face presentation. You will be required to answer questions ‘live’ e.g. in class or via telephone, electronic chat facility, video-conference, smoke signals, semaphore, morse code, twitter, etc.

Technical facilitiesThe Department of Management and Marketing possesses advanced video-editing and presentation design facilities that you are welcome to utilise (Room 172-4022).

The ‘Big Mac’ - a high-performance Apple Macintosh computer. Used for editing video and uploading 10-minute chunks of your presentation to YouTube and/or DVDsSony HD video camera including wireless microphonePA system - for sound amplification including wireless microphonesDigital tape recorder - for backup recording of all sound.Digital still camera

Guidelines and rules for using equipment

Take care of the equipment. You are required to sign out responsibility for using the equipmentEnsure you know how to use the equipment. Practice before hand.Ensure batteries are charged and that there are spare suppliesThe Big Mac is located at the official front end/reception of DOMM. Please keep your noise to a minimum. No eating or drinking. No sitting on desks

Recording of presentation and previous examples

Your presentation will be recorded for future student use, and made available on Unitec’s learning management systems and/or YouTube.

For previous examples see the Discussion Forums and Video sections of http://innovation5391.ning.com/

It is your team’s responsibility to:

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Procure and set up the video recording, sound recording, digital photography, and PA equipment required to record your eventArrange for a qualified team from a previous presentation to collect the required audio-visual material using the equipment you have procuredConduct the post-production on the audio-visual materials required for upload to the course NING site.Restore the workshop equipment to its rightful locationProvide your services for recording a future project teams workshop session

Professional and academic skills developmentThe following references are especially relevant to conducting this assignment:

Turner et al Ch. 8 ‘Collaborative learning: working in groups’

Turner et al, Ch 9, ‘Presentations’.

Manalo et al, Ch 4: Writing reports (See also Turner et al Ch 7, section ‘Writing reports’

Structuring your workshop sequence: ALAPA workshop learning process modelYou are invited to construct your own structure for arranging the sequence of activities in your workshop. The ALAPA workshop learning process model is a useful start for you to innovate your own sequence. Elements of the ALAPA format will be demonstrated during the semester for the course.

In brief, the ALAPA model comprises these elements as a natural sequence: (Quinn et al, 2006, Ch 1: Organising the Learning Process; DiPadova 1996, p. 8)

ASSESSMENT and AGENDA - Activities that raise participants’ interest in the workshop theme and learning activities that will follow. Examples: short questionaries, role-plays, group discussion questions, or ice-breaker exercises. AGENDA - Overview of the workshop.LEARNING - Overview of learning resources presenting concepts relevant to concerns and issues raised in the ASSESSMENT phase. Examples: reading, lecture activities, references to research.ANALYSIS - Activities that engage participants with the learning activity to further enhance their learning and discovery. Examination of how others have behaved in similar situations related to the workshop topic. Examples: role plays; discussions based on case studies, television shows, or movies.PRACTICE - Reinforcement of LEARNING through deliberate PRACTICE of skills in a work-like situation in the classroom. An opportunity for immediate in-class experimentation, feedback, and reflection.

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APPLICATION - ‘Take home’ assignments that provide the opportunity for the participants to transfer the workshop learning to their real-life personal or work situations. Examples: Assignments that facilitate both short-term and long-term experimentation. These assignments are usually conducted by participants after the workshop has concluded.

Immediate actionAssemble your Assignment TWO New Venture Team. Exchange and record communications data: names, email addresses, phoneEstablish a project group for your members on the course NING siteShare your StrengthsQuest talent themes by establishing and joining your own team’s Team Talent chart.Identify key milestones for deliverablesAllocate project leaders and team roles to coordinate delivery of each of the course deliverables.Schedule a team building activity/party/adventureSchedule project meetings including final ‘dress rehearsal’

ReferencesDiPadova, L. (1996). Instructor's resource guide: Becoming a master manager: A

competency framework (2nd ed.). New York: John Wiley and Sons.

Quinn, R. E., Faerman, S. R., Thompson, M. P., McGrath, M., & Clair, L. S. S. (2006). Becoming a Master Manager: A Competing Values Approach (4th ed.). Wiley.

SIFE - Students in Free Enterprise

SIFE - A head for business. A heart for the world. (n.d.). Retrieved March 3, 2010, from http://www.sife.org/Pages/default.aspx

SIFE - Auckland University of Technology Wins SIFE New Zealand National Competition. (2008, July 23). Retrieved March 3, 2010, from http://www.sife.org/aboutsife/News/Pages/AucklandUniversityofTechnologyWinsSIFENewZealandNationalCompetition.aspx

SIFE - New Zealand. (n.d.). Retrieved March 3, 2010, from http://www.sife.org/aboutsife/CountryLocations/Pages/NewZealand.aspx

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http://www.sife.org/Pages/default.aspx


http://www.sife.org/aboutsife/News/Pages/AucklandUniversityofTechnologyWinsSIFENewZealandNationalCompetition.aspx








http://www.sife.org/aboutsife/CountryLocations/Pages/NewZealand.aspx




Assessment Rubric - Assignment TWO - Team Presentation Marking Schedule – Oral Presentation

Date: Judge: Team Id: Team Name Criteria

Levels

Speaker 1:

Level

Speaker 2:

Level

Speaker 3

Level

PRESENTATION Delivery 5: Professional throughout

3: Good 1: An effort

Team work 5:Excellent 3: Evident most of time 1:Some evident

Clear speaking 5:Very clear and audible 3: All clear and audible 1: Most members mostly clear

Non-verbal communication

5: Exceptionally high 3: Good standard 1: Mostly adequate

Visual aids 5: Very effective 3: Good standard 1: Used

Logical sequence 5: Logical 3: Logical 1: Attempted

Transitions 5: Very smooth 3: Evident 1: Attempted

Rapport & involvement

5: Excellent 3: Gained 1: Attempted

Timing 5: Appropriate and consistent with topic 3: Mostly appropriate and consistent 1: Difficulties apparent

Innovation 5: Clearly evident 3: Effort made 1: Absent

Sub-Total: Presentation

Mark = Level x 6 Out of 30

CONTENT Purpose of

presentation 5: Clearly identified 3: Identified 1: Attempted

Topic Focus 5: Direct 3: Mainly 1: An effort made

Strategy, sustainability

principles

5: Clearly identified 3: Identified 1: Attempted

Relevant information

5: Highly relevant 3: Mostly relevant 1: Little

Sub-Total: Content Mark = Level x 6 Out of 30

QUESTION HANDLING

Answers the question

5: Completely 3: Present 1: Attempted

Succinct 5: To the point 3: Waffle 1: Evasive

Sub-Total: Questions


HANDOUT Lucid 5: Easy to follow; Own words;

logical

Comprehensive 5: Overview of presentation; Supplementary detail

Layout and presentation

5: Professional; Numbered and/or mindmap; Headings; White space

Sub-Total: Handout


Key Areas for Improvement

Key Areas of Strength

TOTAL

Sum of Marks Out of 100

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18. Assignment THREE: Professional learning agenda (PLA)

Professional learning agenda and reflective journal.

Assignment Week Due

Weight Net Wt/Assignment

Net Wt/Course

Out of

Work hours

3 Learning agenda

25 100 25 25


Week 2 25 6.25 100 5

3 b Professional learning agenda (In-Progress) and journal

Week 6 25 6.25 100 10

3 c Professional learning agenda (Final) and reflective essay

Week 12 50 12.5 100 10

TypeIndividual assignment.


3 b Professional learning agenda (In-Progress) and journal (blog)

3 c Professional learning agenda (Final) and reflective essay

IntroductionA unique aspect of this course is helping you identify the strengths and talents that you possess for becoming an entrepreneur - or working within an new venture team. This assignment guides you to create a ‘personal learning agenda’ that will guide the progress of your future academic studies and professional development.

Innovators and entrepreneurs create the future. The create the future by making new things happen. They think differently. They act differently compared with most “normal” people. Some entrepreneurs take great risks: many fail. Skilled entrepreneurs with the “right stuff” pursue well-managed risky ventures that more “normal” folk would avoid. These entrepreneurs succeed. They succeed in new venture after new venture. And they create massive wealth: financial, social and/or cultural.

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This assignment helps you explore questions such as: Are you a potential entrepreneur? What are your career and personal goals? Who are the people that inspire you to achieve? Do you aspire to the wealth and recognition that entrepreneurs achieve through their managed risk-taking? Do you have ‘the right stuff’ to be an entrepreneur or innovator? Beyond this course, how can you best continue to develop your skills, your talents, and your temperament to achieve excellence in your life?

Possessing talents or strengths is insufficient to produce excellence. Talents must be developed into strengths, and strengths must be applied - See Figure 3.1. Achieving excellence requires practice and persistence. Excellence requires that you have a lucid idea about what excellence is, what it looks like, and what is required to reach it. Focusing progressively on one area of talent is the best route to excellence. It is also important to realize that several talents – all working together and applied strategically – are necessary to produce excellence. Accordingly, this assignment is focussed on helping you formulate your personal strategy for mastery in your top talents - whether as leader, entrepreneur, innovator, manager, or new venture team worker.

Figure 3.1 Bolton & Thompson’s Nature-Nurture Model

At the conclusion of the course, you will submit your Professional Learning Agenda document. Part way through the semester, you will submit several components of the final PLA. These are indicated (3a) in the schedule below. The complete document should contain all the items marked 3a, 3b and 3c. Extra credit is given for items marked ‘optional’, as detailed in the Assessment Rubric.

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Immediate action prior to Studio TwoDuring Studio One you will purchase a StrengthsQuest Access Code. Following Studio One you will immediately:

Complete the online StrengthsQuest assessment.Print the documents as detailed in Studio 1: Navigating the StrengthsFinder websiteCompile a Team Talent Map for your team. See the back page of this course guide for access password. Note as of December 2010 these procedures are under review by the Gallup StrengthsQuest site.Commence preparing the other documents required for submission of Assignment 3a. See Assessment rubric, column 3a.Download your copy of the StrengthsQuest online book

Professional learning agenda and reflective essay Your Professional Learning Agenda (PLA) document is intended to be YOUR personal ‘user manual’ for the next few years of your tertiary studies and workplace experience.

You will design your PLA to remind you of:

Your talents and strengths Your personal and professional career ambitionsThe plans and actions you propose pursue to develop your talents into strengths and excellenceThe plans and actions you will take to bring weaknesses up to basic, professional levels of capabilityExamples of times when you have achieved excellence and Csikszentmihalian ‘flow’

You may choose to discuss selected extracts of your PLA with mentors, coaches, friends and family, work colleagues and recruiting agents. However, as a general principle, your PLA is your personal and private property.

Once you complete this first version of your PLA, you are advised to spend five minutes every day randomly flicking through it. Meditate (or ponder or reflect) briefly on an item that strikes you strongly.

You are advised to create your document in a slip-page folder or ring binder. This type of binding will enable you to update and re-sequence your document as your self-insight, needs and experience grows.

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https://www.strengthsquest.com/home/leadership.aspx


https://www.strengthsquest.com/home/book.aspx

https://www.strengthsquest.com/home/book.aspx

Document collation sequence and templatesA Table of Contents for this assignment is presented in Template 12. It shows the items to be included in your PLA. The sequence of these items is mandatory. After you complete the course, your may re-sequence according to your creativity, innovation, and personal aesthetic.

Layout requirement: place each section (eg Appendix 1.1) starting on a NEW PAGE.

Note: The .pdf version of this document hyperlinks directly to the StrengthsQuest site for the required documents. Hyperlinks function only for users who have completed the StrengthsQuest assessment.

The ‘Templates’ section presents ‘fill in the gap’ scaffolds for selected sections of the assignment. The sequence of the templates is presented below in the order that you would normally complete them.

A Microsoft Word .doc and Apple Pages format of the template is available in the online resources for this course.

Explanation of documents for collationUnitec assignment cover sheet

Title page

(Include document title, personal ʻpicture of you in a ʻprofessionalʼ pose)StrengthsQuest - Top 5 Certificate

Summary of key development elements, ambitions, and values (3b)

(Key elements drawn from Sections 1 through 3. Presented, for example, as Mindmap, bricolage, executive summary etc - 1 page A4 or fold-out A3)

Table of Contents

1. Gallery

(Pictures, drawings, photos, poems, etc)1.1 My Heroes, Mentors, and Role Models1.2 Inspirations, Aspirations, and Values (Images, poems, quotations that inspire you to pursue the life and career you seek. Examples of times when you achieve ʻFlowʼ, happiness, or contentment.)1.3 My Friends and Family (To remind you of the most important people in your network of life)1.4 My Material Goods (Material possessions for which you aspire to own and/or that you currently ʻtreasureʼ)

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https://www.strengthsquest.com/home/certificate.aspx

https://www.strengthsquest.com/home/certificate.aspx

2. StrengthsQuest Profile

2.1 Signature theme report (This theme report describes the theme in the same way for anyone who possesses the same talent)2.2 Strengths Insight Report (This Discovery Guide presents each of your five themes personalised on the basis of the other four themes identified through the StrengthsQuest assessment.2.3 Membership of your StrengthsQuest Team Talent Map(Designate someone in your team to create the Team Talent Map. Share the data amongst each team member to create your own map. Suggestion: use the StrengthsQuest email share feature. )

3. Personal and Professional Development Goals

3.1 Development Goals, Deadlines and Commitments (What you will do, when, how, and why. You should select from the most important items you identified in Section 3.2, Appendix 3 - Academic and career planning, and Appendix 4 - StrengthsQuest Action Items)Present your goals in the form of S-M-A-R-T-E-R objectives:

S = Specific outcome or behaviourM = MeasurableA = AchievableR = Realistic in practice, given the resources availableT = Timed. A specific start and end point … and milestones, perhaps.E = End result or purpose of the Specific target soughtR = Reward …. or consequences of failure to achieve

Source: Turning ideas into action: A toolkit to help implement and execute your ʻknowledge gymʼ learning. (2009). The Knowledge Gym. Retrieved from http://www.theknowledgegym.com/kgym/index.cfm

3.2 Strengths Insight and Action-Planning Guide (Identify hear your ʻIdeas for Actionʼ for each talent. Specify your priority and/or date for taking action. Elaborate in detail your specific plans for your most urgent and/or high priority items in Appendix 3.1 Action planning commitments. For 3c you should be highly selective. Prioritise those actions you will pursue. Develop these items into SPECIFIC actions for section 3.1 using SMARTER objectives.)

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https://www.strengthsquest.com/home/default.aspx






https://www.strengthsquest.com/home/share.aspx

https://www.strengthsquest.com/home/share.aspx

http://www.theknowledgegym.com/kgym/index.cfm






APPENDIXES

Layout requirement: place each section (eg Appendix 1.1) starting on a NEW PAGE.

Appendix 1: Resume

Appendix 1.1: New Venture Team Application (Template 0, Submitted at Studio 1)Appendix 1.2: Resume - current (See Template 1) Appendix 1.3: Resume - visionary/optimal e.g. 2020 (Sketch out the Resume that you hope to have achieved by 2020)

Appendix 2: My Picture of excellence

Appendix 2.1: My Picture of excellence (See Template 2) (As submitted prior to completing the StrengthsQuest assessment. You may wish to add an updated version based on your insights from the StrengthsQuest assessment and the related exercises.)Appendix 2.2: Exploring Your Signature Themes (Template 3) Appendix 2.3: What I Do Best (Template 8)

Appendix 3: Academic and career planning

Appendix 3.1 Action planning commitments (Template 11) Appendix 3.2 Planning my career (Template 7) Appendix 3.3 What I most want in the place I work (Template 9) Appendix 3.4 My need for achievement(Complete the experiential exercise ʻAre you a high achiever?ʼ in Frederick & Kuratko (2010) Ch. 1, pp. 26-28. Discuss the results in relation to your StrengthsQuest theme discussion. Find the ʻhigh achieversʼ in the class as measured by this assessment and the StrengthsQuest. How do they self-manage their achiever talent productively?) Appendix 3.5 My entrepreneurial type (Complete the ʻEntrepreneurial self-assessmentʼ experiential exercise in Frederick & Kuratko (2010), Chapter 2, p. 56. Reflect on the feedback provided by the text.)Optional extra 1: If you rate highly, or want an alternative opinion, complete the Bolton & Thompson efacets entrepreneurial indicator. Ask tutor for access codes. Appendix 3.5 My attributes as a general manager.(Optional extra 2: If you rate low as an entrepreneur, or have ambitions other than an entrepreneur, complete the questionnaire ʻThe attributes and qualities of the new general managerʼ in Thorne, 1989, ch 2.) See Selected Readings.Appendix 3.7 Career interview (Template 10) Appendix 3.8 English language and communications development (Optional. Mandatory for students required to re-present Assignment 1)

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http://www.efacets.co.uk/login.aspx

http://www.efacets.co.uk/login.aspx

(You may submit the material you re-presented for Assignment 1 as part of this section. Include your action plans for improving your formal professional and academic written and oral English and/or communication skills. This section is REQUIRED for those students who were required to enhance the written component of Assignment 1.)

Appendix 4: StrengthsQuest action Items

(The following items supplement those in your ʻ Strengths Insight and Action-Planning Guide’ Section 3 above. Use the SQ site to select three or four items from each sub-section.)Appendix 4.1 Developing Academic Strengths in College Appendix 4.2 Student Action ItemsNOTE: In lieu of ʻStudent Action itemsʼ you may choose items from the ʻTeacher Action Itemsʼ and/or ʻ Professional Action Itemsʼ sectionsʼ

Appendix 5: Reflective essay and journal entries

Appendix 5.1 Reflective essay (See Turner et al, 2009,Ch. 6, pp. 115-124. Length 1.5 - 2 pages)Appendix 5.2 Blog/Journal Entries! Appendix 5.2.1 First part of course - prior to semester break )! Appendix 5.2.2 Prior to your teamʼs Workshop presentation ! Appendix 5.2.3 Immediately after your teamʼs Workshop presentation ! Appendix 5.2.4 Final part of course! Appendix 5.2.5 Other notable events - after semester break (See Turner et al, 2009, Ch. 6, pp. 120-121 for advice)

AcknowledgementsSeveral ideas for the elements proposed for inclusion in this Professional Learning Agenda are inspired by Spackman (2009), The Winners Bible website, and the Gallup StrengthsQuest website.

Bibliography and further reading for Assignment ThreeBolton, B., & Thompson, J. (2003). The Entrepreneur in Focus. London: Thomson.

Retrieved from http://books.google.com/books?

id=KxTN68uZKGkC&printsec=copyright&dq=book+bolton+thompson+the

+entrepreneur+in+focus#PPR5,M1 Bolton, B., & Thompson, J. (2004). Entrepreneurs: Talent, temperament, technique

(2nd ed.). Oxford: Butterworth Heinemann. Retrieved from http://

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http://www.strengthsquest.com/content/142592/Chapter-Developing-Academic-Strengths-College.aspx


https://www.strengthsquest.com/home/apply.aspx

https://www.strengthsquest.com/home/apply.aspx

http://books.google.com/books?id=KxTN68uZKGkC&printsec=copyright&dq=book+bolton+thompson+the+entrepreneur+in+focus#PPR5,M1






http://books.google.co.nz/books?id=k9vd8JjQKLgC&printsec=frontcover#v=onepage&q=&f=false


books.google.co.nz/books?

id=k9vd8JjQKLgC&printsec=frontcover#v=onepage&q=&f=false

Buckingham, M., & Clifton, D. O. (2001). Now, Discover Your Strengths (1st ed.).

Free Press.

Gallup Inc. (n.d.). Welcome to StrengthsQuest - Building a Strengths-Based

Campus. Retrieved October 13, 2009, from https://

www.strengthsquest.com/

Henry, F. W. (1983). Shock treatment. In Toughing It Out at Harvard: The Making

of a Woman MBA (1st ed., pp. 9-55). Putnam Publishing Group. Liesveld, R, & Miller J. A. (n.d.). Teach with your strengths: how great teachers

inspire their students. Retrieved March 8, 2009, from https://

store.gallup.com/category/11/Teach%20With%20Your%20Strengths.aspx

Rath, T., & Clifton, P. D. O. (2004). How Full Is Your Bucket? Positive Strategies for

Work and Life. Gallup Press. Rath, T., & Clifton, P. D. O. (2004). Tom's story: an overflowing bucket. In How Full

Is Your Bucket? Positive Strategies for Work and Life (pp. 66-77). Gallup

Press. Spackman, K. (n.d.). Personal Winners Bible template. Retrieved May 6, 2010, from

http://www.kerryspackman.com/upload/documents/

cmspage-12566603490-995180533.doc

Spackman, K. (n.d.). Home. The Winner's Bible. Retrieved December 19, 2009,

from http://www.kerryspackman.com/

Spackman, K. (2009). A very intimate conclusion: Grandpa's cottage. In The

Winner's Bible: Rewire your brain for permanent change (pp. 243-256).

Atlanta, GA: The Winner's Institute. Retrieved from http://

www.kerryspackman.com/ Spackman, K. (2009). The Winner's Bible: Rewire your brain for permanent change.

Atlanta, GA: The Winner's Institute. Retrieved from http://

www.kerryspackman.com/

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https://www.strengthsquest.com/




https://store.gallup.com/category/11/Teach%20With%20Your%20Strengths.aspx




http://www.kerryspackman.com/upload/documents/cmspage-12566603490-995180533.doc




http://www.kerryspackman.com/










Thorne, P. (1989). The New General Manager: Confronting the Key Challenge of

Today's Organization. McGraw-Hill Companies. Retrieved from http://

www.amazon.com/New-General-Manager-Confronting-Organization/dp/

0077070836 Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2009). Essential Academic Skills.

Retrieved from http://www.oup.com.au/titles/higher_ed/media_studies/

9780195568363

ImagesMadame C. J. Walker. America’s first Afro-American millionaire entrepreneur.

Retrieved http://www.mxdthingz.com/2010/02/celebrate-black-history-

month-february.html. See also http://inventors.about.com/od/

wstartinventors/a/MadameWalker.htm and http://entrepreneurs.about.com/

od/famouswomenentrepreneurs/Famous_Women_Entrepreneurs.htm

Anita Roddick - Corporate Rebel with a Cause | Neil Peterson. (n.d.). Retrieved

May 17, 2010, from http://www.neilpeterson.com/index.php/2009/05/

anita-roddick-corporate-rebel-with-a-cause/

Steve Jobs. Image “Courtesy of Apple” Apple - Photos - Steve Jobs. (n.d.).

Retrieved May 17, 2010, from http://www.apple.com/pr/photos/execs/

jobsphotos.html

Sell ideas like Richard Branson. (2010, January 10). Today’s Marketing. Retrieved

May 17, 2010, from http://ragulan.wordpress.com/2010/01/10/

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http://www.amazon.com/New-General-Manager-Confronting-Organization/dp/0077070836






http://www.oup.com.au/titles/higher_ed/media_studies/9780195568363




http://www.mxdthingz.com/2010/02/celebrate-black-history-month-february.html




http://inventors.about.com/od/wstartinventors/a/MadameWalker.htm




http://entrepreneurs.about.com/od/famouswomenentrepreneurs/Famous_Women_Entrepreneurs.htm




http://www.neilpeterson.com/index.php/2009/05/anita-roddick-corporate-rebel-with-a-cause/




http://www.apple.com/pr/photos/execs/jobsphotos.html




http://ragulan.wordpress.com/2010/01/10/

http://ragulan.wordpress.com/2010/01/10/

Assessment Rubric Assignment 3 - Professional Learning Agenda and Reflective JournalStudent ID! ! ! Name (Personal)! ! ! (Family)Component 3a 3b 3cWeight 25 25 50

StrengthsQuest - Top 5 Certificate. 5

Summary of key development elements, ambitions, and values (Pictographic) 10

1. Gallery (pictures, drawings, photos, etc)

1.1 My Heroes, Mentors, and Role Models 15

1.2 My Inspirations, Aspirations, and Values 5

1.3 My Friends and Family [Optional] 5

1.4 My Material Goods [Optional] 5

2. StrengthsQuest Profile

2.1 Brief theme report 5

2.2 Strengths Discovery Guide (Brief Version) 10

2.3 Membership shown on Team Talent Map 10

3. Personal and Professional Development Goals

3.1 Development Goals, deadlines and commitments (Summary) 10

3.2 Strengths Insight and Action-Planning Guide 10 10

Appendix 1 Resume

Appendix 1.1 Job Application (for Assignment 2 New Venture Team) 20

Appendix 1.2 Resume - current (See Template 1) 15

Appendix 1.3 Resume - visionary/optimal e.g. 2020 [Optional] 10

Appendix 2 My Picture of excellence

Appendix 2.1 My Picture of excellence - Original (See Template 2) 15

Appendix 2.2 Exploring Your Signature Themes (Template 3) 15

Appendix 2.3 What I Do Best (Template 8) 5

Appendix 3 Academic and Career planning

Appendix 3.1 Action planning commitments (Template 11) 10

Appendix 3.2 Exploring a career (Template 7) 5

Appendix 3.3 What I most want in the place I work (Template 9) 5

Appendix 3.4 My need for achievement (Frederick & Kuratko) 10

Appendix 3.5 My entrepreneurial type (Frederick & Kuratko) 10

Appendix 3.6 My attributes as a general manager (Thorne) [Optional] 10

Appendix 3.7 Career interview (Template 10) 5

Appendix 3.8 English language and communications development 5

Appendix 4 StrengthsQuest Action Items

Appendix 4.1 Developing Academic Strengths in College 10

Appendix 4.2 Action items for students, teachers, and/or professionals 5

Appendix 5 Reflective essay and journal entries

Appendix 5.1 Reflective essay 20

Appendix 5.2 Blog/Journal EntriesAppendix 5.2.1 First part of course

20

Appendix 5.2.2 Prior to semester break 15

Appendix 5.2.2 Prior to your team’s Workshop presentation Appendix 5.2.3 Immediately after your team’s Workshop presentation Appendix 5.2.4 Final part of course Appendix 5.2.5 Other notable events - after semester break

10

Appendix 5.3 Csikszentmihalian stressometer record 10 5 5

PresentationThe layout, design, and presentation of your document should reflects your stated ambition, special talents and strengths. [Optional]

10 15 20

Total 115 135 135 0

Totals add to more than 100 due to availability of [Optional] extra components. Assignments that grade in excess of 100 will be given credit as 100 marks.

T O C P a g e 83




TEMPLATESThe following pages present templates for selected sections of the assignment.

The sequence of the templates that follows is presented in the order that you would normally complete them.

Template 0: New Venture Team Application

Template 1: Resume

Template 2: Picture of excellence

Template 3: Exploring your signature themes

Template 4: Verifying your signature themes

Template 5: Well of talent

Template 6: Planning your future

Template 7: Exploring a career

Template 8: What I do best

Template 9: What I most want in the place I work

Template 10: Career interview

Template 11: Action planning commitments

Template 12: My Weekly Csikszentmihalian Flow Record

Template 13: Table of contents

Templates 2 through 11 can only be reproduced in conjunction with the StrengthsQuest website or text. Copyright © 2003, 2006 THE GALLUP ORGANIZATION, Princeton, NJ. All rights reserved. https://www.strengthsquest.com/

T O C P a g e 84


https://www.strengthsquest.com




TEMPLATE 0:

New Venture Application for Team AssignmentTeam Allocated (Office use only)Preferred and Personal NamesFAMILY NAME (Caps)

A person I most admire is:… Reason ...

What I aspire to learn and achieve from this course is ….Qualification pursuing BBus Diploma (state)

International exchange Other (state)

Major(s) (Circle) Management Marketing Operations Human Resources Finance Accounting Other: state

Best/most preferred subjects (state up to 3)Number of level 6 and higher courses completed Years worked in NZ

Languages spoken(State)

English, Maori, Mandarin, Canton, Hindi,Spanish, German, French

Countries in which dwelt and/or worked (Enter years in brackets)

NZ ( ) China ( ) India ( ) Germany ( ) Sweden ( ) etc

I suspect my strongest contributions to a New Venture Team will be (Rank 1=top, 4 = least)

( ) Relating— interpersonal bonding and connecting ( ) Impacting — impact or influence lives of others ( ) Striving— motivate and generate energy ( ) Thinking— informational and perceptual (ideas, creativity, analysis)

StrengthsFinder talents(identified from on-line assessment)The key strengths and experience I will bring to my New Venture team are:

I am absolutely, absolutely ABSOLUTELY NOT available for team meetings at these times

Mon Tue Wed Thur Fri Sat Sun

T O C P a g e 85


TEMPLATE 1: RESUMESource: Apple, San Francisco Resume - iWork 08 - Pages

addressWork StreetWork City, Work State Work ZIP

tel! +64 (09) 123 456email! [email protected]! Work URL

resume

JIMSTUDENTIA

ProfileSeacula quarta decima et quinta decima Eodem modo typi? Modo typi qui nunc nobis

videntur parum clari. Quam littera gothica quam nunc putamus parum claram anteposuerit.

Lorem ipsum. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut

aliquip ex ea commodo consequat. Maecenas aliquam maecenas ligula nostra, accumsan

taciti. Sociis mauris in integer, a dolor netus non dui aliquet, sagittis felis sodales, dolor sociis

mauris, vel eu libero cras. Interdum at.

ExperienceJob Title, Company Name City, State 1989-1990

Ut enim ad minim veniam, quis nostrud exerc. Irure dolor in reprehend incididunt ut labore et

dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi

ut aliquip ex ea commodo consequat. Maecenas aliquam maecenas ligula nostra, accumsan

taciti. Sociis mauris in integer, a dolor netus non dui aliquet, sagittis felis sodales, dolor sociis

mauris, vel eu libero cras. Interdum at. In vitae vel, wisi at, id praesent bibendum libero

faucibus porta egestas, quisque praesent ipsum.

Job Title, Company Name City, State 1989-1990

Neque pecun modut est neque nonor et imper ned libidig met, consectetur adipiscing elit, sed

ut labore et dolore magna aliquam is nostrud exercitation ullam mmodo consequet. Eget

habitasse elementum est, ipsum purus pede porttitor class, ut adipiscing, aliquet sed auctor,

imperdiet arcu per diam dapibus libero duis. Enim eros in vel, volutpat nec pellentesque leo,

temporibus scelerisque nec fermentum tempor.


Braid, yop quiel geg ba solaly rasponsubla rof trenzur sala ent dusgrubuguon. Offoctivo

immoriatoly, hawrgasi pwicos asi sirucor. Thas sirutciun applios tyu thuso itoms. Eget

habitasse elementum est, ipsum purus pede porttitor class, ut adipiscing, aliquet sed auctor,

imperdiet arcu per diam dapibus libero duis.


Nodo typi qui nunc. Claram anteposuerit litterarum formas humanitatis per seacula quarta

decima et quinta. Sequitur mutationem consuetudium lectorum. Enim eros in vel, volutpat nec

pellentesque leo, temporibus scelerisque nec. Ut enim ad minim veniam quis nostrud

exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.

EducationUnitec Institute of Technology, AUckland, New Zealand — Degree, Year

SkillsQuarta seacula per humanitatis formas litterarum anteposuerit claram parum putamus!

Litterarum anteposuerit claram parum putamus nunc quam, euismod nibh nonummy diam sed

elit adipiscing consectetuer amet sit dolor ipsum Lorem. Ac dolor ac adipiscing amet

bibendum nullam, massa lacus molestie ut libero nec, diam et.

ReferralsQuarta seacula per humanitatis formas litterarum anteposauerit claram parum putamus. Etiam

molestie mauris ligula eget laoreet, vehicula eleifend. Repellat orci eget erat et, sem cum,

ultricies sollicitudin amet eleifend dolor nullam erat, malesuada est leo ac. Varius natoque

turpis elementum est. Claram anteposuerit litterarum formas humanitatis per seacula quarta

decima et quinta. Sequitur mutationem consuetudium lectorum. Enim eros in vel, volutpat nec

T O C P a g e 86




TEMPLATE 12: MY WEEKLY CSIKSZENTMIHALIAN FLOW RECORDEach class, mark your Csikszentmihalian/emotional state at the START (S) and FINISH (F) of each class. Note in your journal the conditions that gave rise to your emotion, the reasons for changes in your emotion, and actions you intend to undertake. Attach this chart as an Appendix in Assignment 3.

Emotion Score 1 2 3 4 5 6 7 8 9 10 11 12 13

Class date

In flow

In control

Excited

Relaxed

Apathy

Boredom

Worry

Anxiety

5S

F

4S

F

3S

F

2S

F

-2S

F

-3S

F

-4S

F

-5S

F

S

F

S

F

T O C P a g e 98


TEMPLATE 13: TABLE OF CONTENTS................................................................StrengthsQuest - Top 5 Certificate i

...................Summary of Key Development Elements, Ambitions, and Values ii.....................................................................................................1. Gallery 1

........................................... 1.1 My Heroes, Mentors, and Role Models 2............................................ 1.2 Inspirations, Aspirations, and Values 3

.................................................................. 1.3 My Friends and Family 4........................................................................ 1.4 My Material Goods 5

............................................................................2. StrengthsQuest Profile 99..................................................................... 2.1 Brief theme report 99

................................... 2.2 Strengths Discovery Guide (Brief Version) 99..................................................... 2.3 Where am I: Project Team Grid 99

........................................3. Personal and Professional Development Goals 99....................... 3.1 Development Goals, deadlines and commitments 99

.......................... 3.2 Strengths Discovery and Action-Planning Guide 99Appendixes ............................................................................................... 99

...................................................................................Appendix 1 Resume 99........................................................... Appendix 1.1 Job Application 99

........................................................ Appendix 1.2 Resume - current 99.......................... Appendix 1.3 Resume - visionary/optimal eg 2020 99

..........................................................Appendix 2 My Picture of excellence 99.............................................. Appendix 2.1 My Picture of excellence 99

.................................. Appendix 2.2 Exploring my Signature Themes 99............................................................ Appendix 2.3 What I Do Best 99

................................................Appendix 3 Academic and Career planning 99.................................... Appendix 3.1 Action planning commitments 99

..................................................... Appendix 3.2 Planning my career 99........................... Appendix 3.3 What I most want in the place I work 99

............................................. Appendix 3.4 My need for achievement 99.............................................. Appendix 3.5 My entrepreneurial type 99

.............................. Appendix 3.6 My attributes as a general manager 99.......................................................... Appendix 3.7 Career interview 99

... Appendix 3.8 English language and communications development 99...................................................Appendix 4 StrengthsQuest Action Items 99

Appendix 4.1 Developing Academic Strengths in College .................. 99... Appendix 4.2 Considering Strengths When Planning my Education 99

.........................................Appendix 5 Reflective essay and journal entries 99........................................................... Appendix 5.1 Reflective essay 99

.................................................... Appendix 5.2 Blog/Journal Entries 99........... Appendix 5.2.1 First part of course - prior to semester break 99

....................... Appendix 5.2.2 Prior to team workshop presentation 99........ Appendix 5.2.3 Immediately after team workshop presentation 99

.................................................. Appendix 5.2.4 Final part of course 99................................................ Appendix 5.2.5 Other notable events 99

............. Appendix 5.3 Csikszentmihalian stressometer weekly record 99

T O C P a g e 99




19. Assignment FOUR: Final test


Net Wt/Course

Out of

Work hours

4 Test Examination weeks

20 20 100 10

Length2 hours, plus reading time ten minutes.

FormatShort answer essays: Two questions at 25 % each selected from a choice of several questions. Total 50 %

Multi-choice questions: 25 questions at two marks per question. Total 50 %.

Questions for the test are selected by the tutor from those created by your Assignment 2 Project Teams. See: Final Test questions and model answers

In principle, the questions submitted by students will

Test that the ‘examination candidate’ has attended the team’s workshop, read the required text chapter, and followed up on recommended/required post-workshop activities.Include 10 multi-choice questions, with selected answer, and appropriate text reference or justification. One questions requiring a short written answer in the form of a five (or more) paragraph persuasive essay.Model answers, arguments, references required for both short answer and multi-choice questions.

The tutor will select from the questions submitted by project teams, and adapt as required to meet appropriate academic standards.

WARNING!!! All material presented and discussed in class is EXAMINABLE in the Final Test. This includes:

Material presented by students and guests, and required text reading.Material detailed in the course reading schedule.

Further details to be advised about whether the test will be open book, closed book, and/or operated in a computer laboratory.

T O C P a g e 100


Faculty of Creative Industries & BusinessDepartment of Management & Marketing

Bachelor of Business

BSNS 5391 Innovation and Entrepreneurship

Test

Semester 2, 2010Date: Tuesday 09 November 2010Start time: 8:30 AMTime allowed: 2 hours, plus 10 minutes reading timeTotal marks: 100 marks Weighting: 20 % of course

Instructions: Answer ALL parts.Answer the questions directly in the answer booklet provided.ATTACH firmly the Multi-choice answer sheet to your Answer Booklet.Please write clearly.Open book. Notes and texts may be used

Summary of paper: Question Type/Topic MarksPart A 1 Answer TWO (2) questions from this part.

Your question should be answered in the format of a short persuasive essay.

50

Part B 2 Answer ALL questions from this part. Choose the ONE answer that best answers the question.

CIRCLE CLEARLY your answer on the answer sheet. TWO marks per question.

50

Total 100

T O C P a g e 101


Part A: Short essay questions 50 Marks

Answer TWO (2) questions from this part. Your questions should be answered in the format of a short persuasive essay. Bullet points are permitted. Your final paragraph should summarise succinctly your argument and conclusion in relation to the question’s proposition.

Question 1 25 Marks

Creativity and innovation

Discuss and argue the proposition that “Creativity and innovation form the fundamental core of the entrepreneurial process”.

Note: An effective answer will make reference to Figure 1: The Entrepreneurial process, and other material covered in the course concerning the role and processes of creativity, innovation, and entrepreneurship. Provide argument and evidence for both sides of the argument you present.

Figure 1 - The entrepreneurial process

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Question 2 25 Marks

The Nature-Nurture Model and career development

Scenario: You have been approached by a group of secondary school students. The students are about to establish and operate a new business as part of their studies of business and entrepreneurship. Imagine your role is to act as a coach to the school students. Specifically, your aim is to help the students learn from their experience establishing the new business.

Your task: Describe and discuss the advice you would offer the students to assist them plan their future careers as EITHER entrepreneurs OR business professionals OR creative innovators. Make explicit reference to Figure 2: The Nature-Nurture Model AND the StrengthsQuest approach to talent development in your answer. You may use examples from your personal experience using StrengthsQuest.

Figure 2 - The Nature-Nurture model

T O C P a g e 103


Question 3 25 Marks

The purpose of profit

Discuss and argue the proposition that “Profit is the means by which any organisation achieves its objectives”.

Note: Provide argument and evidence for both sides of the argument you present. You may make reference to Figure 1: The entrepreneurial process in your answer.

Question 4 25 Marks

The value of a business degree

Discuss and argue the proposition that “A business degree is a waste of time and money” (based on Trunk, P. (2010, August 18).

Note: Provide argument and evidence for both sides of the argument you present. Your may provide evidence from examples of the entrepreneurs and business professionals who presented in class (live or on video).

T O C P a g e 104


Part B: Multi-choice questions 50 marks

Answer ALL questions from this part. Choose the ONE answer that best answers the question. CIRCLE CLEARLY your answer on the answer sheet. TWO marks per question.

Question 1Which of the following is NOT a cultural dimension of entrepreneurship? a) Materialism b) Behaviour regulation c) Achievement d) Unemployment

Question 2Which of the following is NOT one of the five useful rules for innovation indicvated by Frederick and Kuratko? a) Tolerate failure b) Work on your own c) Stay close to the customer d) Keep departmental divisions small

Question 3Which one of the following is the best approach that entrepreneurs should utilize to deal with stress? a) Drink alcohol b) Avoid your problems c) Talk to your family d) Network

Question 4Select which of the following is essential for examining your industry for a new venture? a) Analyse the competition b) Copy your competitors' marketing methods c) Establish the value-added contribution of your new venture d) Hire the same business mentor as your competitors e) Answer a) and c)

Question 5Which of the following is not a component of an intellectual property right? a) An original idea b) Patent c) Copyright d) Trade mark e) Service mark


Question 6Which of the followings is most likely to be characteristic of an innovator? a) Has a methodical approach b) Is means oriented c) Questions basic assumptions related to current practice d) Has a focus on details

Question 7Choose the definition of 'extension' in the context of innovation from the definitions below: a) The creation of a new product, service, or process, often one that is novel or untried; such

concepts tend to be revolutionary. b) New use or different application of an already existing service or process. c) The combination of existing concepts and factors into a new formulation; this involves

taking ideas or items already invented and finding a way so together they form a new application.

d) The replication of an already existing product, service or process. e) Adding the entrepreneur's own creative touch to enhance or improve the concept to beat the

competition.

Question 8Choose the best description of 'cradle-to-cradle design': a) Design for children's products b) Design to eliminate waste and/or provide materials from previous products for new

products. c) Design for adapting or re-using second-hand goods d) Using out-dated products for new purposes

Question 9Which of the following statements is one of the '10 Principles of Innovation' according to Frederick & Kuratko: a) Start big b) Be led only by intuition c) Deliberate over decisions d) Try/Test/Revise

Question 10Which of the following is an example of an invention: a) Fax Machine b) Electricity c) Starbucks coffee d) Ecological System



Question 11Edward de Bono is regarded by many to be a leading authority on: a) Financial advice and global economics b) Creative thinking and business exploitation c) Social innovation and sustainability d) Creative thinking and innovation

Question 12Who is the inventor that stated "Genius is one per cent inspiration and ninety-nine per cent perspiration" and "Opportunity is missed by most people because it is dressed in overalls and looks like work." a) Leonardo Da Vinci b) Thomas Edison c) Albert Einstein d) Henry Ford

Question 13Which of following is NOT a feature of lateral thinking? a) It takes jumps between pathways of thinking b) Labels describing attributes may change c) It examines the rightness of ideas d) The process is finite

Question 14What feature(s) are normally associated with new product development? a) High investment cost b) Development of unique, superior product features c) Variable time frames before a product is brought to market d) All of the above

Question 15The new product development process does NOT incorporate which of the following? a) Idea generation b) Product development c) Obtaining funding from venture capitalists d) Concept development and testing e) Business analysis and test marketing

Question 16To ensure the successful sales of a new product, which market segment should be targeted initially? a) Early majority b) Late majority c) Early adopters d) Innovators

Question 17What is a pitfall in selecting a new venture opportunity? a) Lack of venture uniqueness b) Lack of product availability



c) Legal and regulatory issues are accommodated d) There is real insight into the needs of the market

Question 18Which of the following is NOT a goal of the marketing segment of a business plan? a) Encouraging investors to put money into your business b) Identifying certain knowledge about your target market c) Identifying the requirements for an appropriate management team d) Outlining the plans for your own advertising and promotion Question 19Which of the following statements is FALSE? a) The financial segment deals with start-up funding and contains an estimated income

statement and a cash flow projection. b) The profit and loss estimation uses many assumptions that were made in the management

section of the Business Plan. c) The cash flow projection gives an insight into the timing of cash flows. d) The break-even analysis is part of the cash flow projection.

Question 20The management section of a business plan aims to demonstrate: a) That you have an effective and capable managerial team. b) that your venture is financially viable. c) that your competitors have certain weaknesses that you can overcome d) that you have analyzed your target market.

Question 21When writing a business plan, which of the following statements is FALSE? The plan should…. a) Be written succinctly and precisely. b) Have an appropriate and professional appearance. c) Show that you intend to diversify extensively and satisfy multiple markets from the start-up

of the business. d) Highlight critical risks

Question 22The marketing section is arguably the most important part of a business plan because it a) It demonstrates good management. b) It reveals how much money is needed to get your venture started. c) It shows the ownership structure of your venture. d) It presents the forecasts and assumptions that are crucial inputs for the other sections of the

plan.

Question 23Which of the following statements is generally FALSE in relation to investors? a) Investors only invest in ideas, not in management. b) Investors put money behind teams only in which they have confidence. c) Every business plan must demonstrate that the venture is financially viable. d) The company’s capital structure is important information for potential investors.



Question 24Bootstrapping in the context of entrepreneurship is best defined as: a) An entrepreneur that uses his networks to acquire the resources needed to create a product/

service b) A term that originated from the army that describes the resourcefulness of a soldier in using

his bootstraps to fix military equipment c) A term that refers to starting a business on a small budget such as the value of an

entrepreneur's bootstraps d) A Hungarian drink that accompanies goulash

Question 25In the context of entrepreneurship, the abbreviation 'pita' refers to: a) A type of edible food wrap used in Middle Eastern cooking b) A device used by mountain climbers to attach themselves to a rock face c) A Pain in The Ass product d) Pretty intense terminology affliction



Part B: Multi-choice questions - Answer sheet

Student ID ____________ Family name ____________ Personal Name ____________

CIRCLE CLEARLY your answer on the answer sheet. TWO marks per question. ATTACH firmly the answer sheet to your Answer Booklet.

1. a b c d e

2. a b c d e

3. a b c d e

4. a b c d e

5. a b c d e

6. a b c d e

7. a b c d e

8. a b c d e

9. a b c d e

10. a b c d e

11. a b c d e

12. a b c d e

13. a b c d e

14. a b c d e

15. a b c d e

16. a b c d e

17. a b c d e

18. a b c d e

19. a b c d e

20. a b c d e

21. a b c d e

22. a b c d e

23. a b c d e

24. a b c d e

25. a b c d e

T O C P a g e 110


20. BibliographyHere is an eclectic selection of journals, books, magazines, and other web resources about education for enterprise that I have read and noted in my Zotero citations management system over the previous two years. Begin to manage your information retrieval, storage, and reference management for your academic career by visiting: http://www.zotero.com.

Anand, B. N. (2006). Harvard FSS: Crafting Business Strategy and Environmental Scanning. Harvard Business School Faculty Seminar Series. Retrieved from http://libproxy.unitec.ac.nz:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=fsv&AN=8282c&site=ehost-live&scope=site

Auckland - Entrepreneurship New Zealand NZ. (n.d.). indexNZ. Retrieved June 4, 2010, from http://www.indexnz.com/Region/Auckland/Entrepreneurship

Auckland City Council. (n.d.). Rosebank business precinct plan. Retrieved October 1, 2009, from http://www.aucklandcity.govt.nz/council/documents/rosebankprecinct/1.asp

Auckland University of Technology Wins SIFE New Zealand National Competition. (2008, July 23). . Retrieved March 3, 2010, from http://www.sife.org/aboutsife/News/Pages/AucklandUniversityofTechnologyWinsSIFENewZealandNationalCompetition.aspx

Buckingham, M., & Clifton, D. O. (2001). Now, Discover Your Strengths (1st ed.). Free Press.

Business-school research: Should MBA students care about their professors’ research? (2010, June 7). The Economist. Retrieved June 10, 2010, from http://www.economist.com/node/16291542

Chaston, I. (2004). Knowledge-based marketing. SAGE.

Dana, L. P. (2006). Handbook of Research on International Entrepreneurship. Edward Elgar Pub. Retrieved July 1, 2009, from http://www.e-elgar-business.com/Bookentry_DESCRIPTION.lasso?id=2799

Entrepreneurial self-assessment- BDC. (n.d.). BDC -. Retrieved May 30, 2010, from http://www.bdc.ca/en/business_tools/entrepreneurial_self-Assessment/Entrepreneurial_self_assessment.htm

Feery, P. (n.d.). Theo's Adventure Capitalists [News release]. The Open University. Retrieved May 30, 2010, from http://www8.open.ac.uk/europe/news/theos-adventure-capitalists

Foreword by Terri Irwin, environmental entrepreneur, Australia Zoo - Foreword to Howard Frederick & Donald Kuratko, Entrepreneurship Theory Process &

T O C P a g e 111


http://www.zotero.com

http://www.zotero.com

http://libproxy.unitec.ac.nz:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=fsv&AN=8282c&site=ehost-live&scope=site




http://www.indexnz.com/Region/Auckland/Entrepreneurship

http://www.indexnz.com/Region/Auckland/Entrepreneurship

http://www.aucklandcity.govt.nz/council/documents/rosebankprecinct/1.asp












http://www.economist.com/node/16291542

http://www.economist.com/node/16291542

http://www.e-elgar-business.com/Bookentry_DESCRIPTION.lasso?id=2799




http://www.bdc.ca/en/business_tools/entrepreneurial_self-Assessment/Entrepreneurial_self_assessment.htm




http://www8.open.ac.uk/europe/news/theos-adventure-capitalists




Practice, 2010. (2010). . Retrieved February 28, 2010, from http://www.learnpreneurship.com/learn/mod/resource/view.php?id=503

Frederick, H. (2010, February 23). Why do entrepreneurship programs fail? - Positive Entrepreneurship. Retrieved March 3, 2010, from http://learnpreneurship.com/blog/2010/02/23/why-do-entrepreneurship-programs-fail/

Frederick, H. (n.d.). Home - Learnpreneurship: Entrepreneurship Theory Process & Practice for the Environment. Retrieved March 3, 2010, from http://www.learnpreneurship.com/learn/

Frederick, H., & Kuratko, D. F. (2010a). The entrepreneurial mind-set. In Entrepreneurship: Theory, Process, Practice (Asia-Pacific Edition) (2nd ed., p. Ch. 2). Melbourne: Cengage Learning. Retrieved from http://www.learnpreneurship.com/learn/mod/resource/view.php?id=505

Frederick, H., & Kuratko, D. F. (2010b). Entrepreneurship: Theory, Process, Practice (Asia-Pacific Edition) (2nd ed.). Melbourne: Cengage Learning. Retrieved from http://www.learnpreneurship.com/learn/mod/resource/view.php?id=505

Frederick, H., & Kuratko, D. F. (n.d.). Lessons from Hollywood: Movie Clip Data Form. Retrieved from http://www.learnpreneurship.com/learn/file.php/13/teaching_notes/MovieClipDataForm.doc

Frederick, H., & Kuratko, D. F. (n.d.). How to Contribute to the Entrepreneurial Lessons of Hollywood. Retrieved February 28, 2010, from http://www.learnpreneurship.com/learn/file.php/13/teaching_notes/howtocontribute.htm

Frederick, H., Thompson, J., & Mellalieu, P. J. (2004). New Zealand Perspectives of International Entrepreneurship. In Handbook of Research on International Entrepreneurship (pp. 533-549). Cheltenham, GL, UK: Edward Elgar.

Herold, C. (n.d.). I’m a Little Bipolar—and It Helps My Business | Owners Only | BNET. Retrieved April 28, 2010, from http://blogs.bnet.com/smb/?p=516&tag=nl.e713

de Jong, P. (1999). Let’s Get this Show on the Road: Developing a Business as a ‘Hero’s Journey’. In Proceedings of the Annual Educators Conference of the New Zealand Strategic Management Society (Vol. 1). Presented at the Annual Educators Conference of the New Zealand Strategic Management Society, Palmerston North, NZ: New Zealand Strategic Management Society.

Kawasaki, G. (2004). The art of the start: the time-tested, battle-hardened guide for anyone starting anything. Portfolio.

Kawasaki, G. (n.d.). Art of the Start - website. Retrieved September 30, 2009, from http://www.guykawasaki.com/books/art-of-the-start.shtml

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http://learnpreneurship.com/blog/2010/02/23/why-do-entrepreneurship-programs-fail/






http://www.learnpreneurship.com/learn/












http://www.learnpreneurship.com/learn/file.php/13/teaching_notes/MovieClipDataForm.doc




http://www.learnpreneurship.com/learn/file.php/13/teaching_notes/howtocontribute.htm






http://blogs.bnet.com/smb/?p=516&tag=nl.e713




http://www.guykawasaki.com/books/art-of-the-start.shtml

http://www.guykawasaki.com/books/art-of-the-start.shtml

Khanna, T. (2008). Harvard FSS: Billions of Entrepreneurs: The Yin and Yang of China and India. Harvard Business School Faculty Seminar Series. Retrieved from http://libproxy.unitec.ac.nz:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=fsv&AN=1480c&site=ehost-live&scope=site

Learnpreneurship: Entrepreneurship Theory Process & Practice for the Environment. (n.d.). . Retrieved October 1, 2009, from http://www.learnpreneurship.com/learn/

Leonard, H. B. (2007). Harvard FSS: Strategy, Leadership, and Performance Management in the Social Enterprise Sector. Harvard Business School Faculty Seminar Series. Retrieved from http://libproxy.unitec.ac.nz:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=fsv&AN=3714c&site=ehost-live&scope=site

Leslie, J. (2007). Entrepreneurship and Free, Prosperous Society. Palo Alto: Stanford Technology Ventures Program (STVP). Retrieved from http://ecorner.stanford.edu/authorMaterialInfo.html?mid=1823

Loporto, G. (2005). The Da Vinci Method: Break out and express your fire (1st ed.). Retrieved from http://www.davincimethod.com

Massey, C. (1999). The Role of the External Consultant in Facilitating Enterprise Development (thesis presented in partial fulfillment of the requirements for the degree of Ph. D. in Human Resource Management). Massey University.

Master of Business Innovation and Entrepreneurship from Unitec New Zealand - Career Services rapuara. (n.d.). . Retrieved October 4, 2009, from http://www.careers.govt.nz/default.aspx?id0=505&id1=CA2280&id3=6004

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Meldrum, R. (2008). New Zealand entrepreneurs’ views of business success: curriculum implications. Asia‐Pacific Journal of Cooperative Education, 9(1), 81-90. Retrieved from http://apjce.org/volume_9/apjce_9_2_81_90.pdf

Meldrum, R. (n.d.). New Zealand entrepreneurs’ views of business success: curriculum implications. Strategy & sustainability - Unitec BSNS 7340. Retrieved May 7, 2010, from http://strategy7340.tumblr.com/post/577328099/new-zealand-entrepreneurs-views-of-business-success

Mellalieu, P. (2001). New Myths for a Very New World: The Mythic Journey as a Basis for Learning About Entrepreneurial Start-Ups. Presented at the Breakthroughs: The 9th International Conference on Thinking, Auckland, NZ.

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Mellalieu, P. J. (2010a). Creating a winning enterprise: your place in the entrepreneurial process - Internet Archive. Retrieved from http://www.archive.org/details/CreatingAWinningEnterpriseYourPlaceInTheEntrepreneurialProcess

Mellalieu, P. J. (2010b, March 11). Creating a winning enterprise: Your place in the entrepreneurial process. Slideshow presentation with soundtrack presented at the Introduction to Young Enterprise Scheme (YES) for secondary school students, Auckland: Unitec Institute of Technology. Retrieved from http://web.mac.com/petermellalieu/Teacher/Blog/Entries/2010/3/13_Creating_a_winning_enterprise%3A_your_place_in_the_entrepreneurial_process.html

Mellalieu, P. J. (1998). Weaving the threads of innovation, creativity, and entrepreneurial learning through a university-located reality-TV and master class: Enterprise MasterWorks (EMW)™. In International Conference on Higher Education and Small/Medium Enterprise (SMEs). Presented at the International Conference on Higher Education and Small/Medium Enterprise (SMEs), Rennes, France: Centre Études et Recherche EURO PME, Rennes International School of Business. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Weaving_the_threads_of_innovation%2C_creativity%2C_and_entrepreneurial_learning_through_a_university-located_reality-TV_and_master_class%3A_Enterprise_MasterWorks_(EMW).html

Mellalieu, P. J. (2001). New Myths for a Very New World: The Mythic Journey as a Basis for Learning About Entrepreneurial Start-Ups. In Proceedings of the 9th International Conference on Thinking. Presented at the Breakthroughs: The 9th International Conference on Thinking, Auckland, NZ.

Mellalieu, P. J. (2006a). Capacity building for entrepreneur enabling in Southern Africa. International Indigenous Journal of Entrepreneurship, Advancement, Strategy and Education, 2(1). Retrieved from www.indigenousjournal.com/IIJEASVolIIIss1Mellalieu.pdf

Mellalieu, P. J. (2006b). Creating Enterprise in Extreme Environments: Strategic Leadership from an Entrepreneurship Development Centre at the University of Botswana (p. 67). Auckland, NZ: New Zealand Centre for Innovation & Entrepreneurship, Unitec Institute of Technology. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Creating_enterprise_in_extreme_environments%3A_Strategic_leadership_from_an_entrepreneurship_development_centre_at_the_University_of_Botswana.html

Mellalieu, P. J. (2006c). Fitness for purpose - Capacity building for enterprise development and entrepreneurship in southern Africa (Special issue on quality assurance in higher education). Lonaka - Bulletin of the Centre for Academic Development, University of Botswana, Botswana, 67-85. Retrieved from http://web.mac.com/petermellalieu/Teacher/Examples/Entries/

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Mellalieu, P. J. (2006d, October 1). Case Study: Capacity building for entrepreneur enabling in southern Africa - International Indigenous Journal of Entrepreneurship, Advancement, Strategy and Education | Encyclopedia.com. Retrieved July 1, 2009, from http://www.encyclopedia.com/doc/1P3-1247162911.html

Mellalieu, P. J. (2009, October 2). Professor Howard Frederick - Valedictory Festsprach Programme - Unitec New Zealand. Retrieved from http://www.scribd.com/doc/20583125/Professor-Howard-Frederick-Valedictory-Festsprach-Souvenir-Unitec-New-Zealand

Mellalieu, P. J. (2010, March 10). Creating a winning enterprise: your place in the entrepreneurial process - Scribd. Slideshow, Auckland: Unitec Institute of Technology. Retrieved from http://www.scribd.com/doc/28298764/Creating-a-winning-enterprise-your-place-in-the-entrepreneurial-process

Mission images. (n.d.). . Retrieved March 10, 2010, from http://www.google.co.nz/imgres?imgurl=http://www.cartoonstock.com/lowres/swr0041l.jpg&imgrefurl=http://www.cartoonstock.com/directory/m/mission.asp&h=400&w=300&sz=35&tbnid=hgp3NdoQZpNMvM:&tbnh=124&tbnw=93&prev=/images%3Fq%3Dimage%2Bmission&usg=__Wea3bFArKVnp7q47l6OH8NChRjs=&ei=Vi-XS5HnKI7wsgOsr4hA&sa=X&oi=image_result&resnum=4&ct=image&ved=0CAwQ9QEwAw

Multimedia – Album – Sir Richard Branson | Virgin Galactic. (n.d.). . Retrieved March 10, 2010, from http://www.virgingalactic.com/multimedia/album/sir-richard-branson/

Murphy, C. (2010, April 20). Is That $50,000-a-Year College Worth It? | Personal Success | BNET. Retrieved May 1, 2010, from http://blogs.bnet.com/career-advice/?p=751&tag=col1;post-2255

New Zealand Entrepreneurship. (n.d.). indexNZ. Retrieved June 4, 2010, from http://www.indexnz.com/Top/Business-and-Economy/Entrepreneurship

Onehunga High School - Loyalty and Courage. (n.d.). . Retrieved June 28, 2009, from http://www.ohs.school.nz/business_school/business_school_our_vision.cfm

Onehunga High School / Digital stories / E4E in action / Home - Education for Enterprise. (n.d.). . Retrieved June 28, 2009, from http://education-for-enterprise.tki.org.nz/E4E-in-action/Digital-stories/Onehunga-High-School

Quotes about Profit - Gaia Community. (n.d.). . Retrieved March 9, 2010, from http://www.gaia.com/quotes/topics/profit

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Rangan, V. K. (2009). Harvard FSS: Business at the Base of the Pyramid. Harvard Business School Faculty Seminar Series. Retrieved from http://libproxy.unitec.ac.nz:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=fsv&AN=1486c&site=ehost-live&scope=site

Sauquet, A. (2010, June 9). By invitation: Only connect [Connecting business and research through pure entrepreneurship in academia]. The Economist. Retrieved June 10, 2010, from http://www.economist.com/node/16249366&fsrc=nlw|mgt|06-09-2010|management_thinking

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Stanford's Entrepreneurship Corner: Steve Garrity, Hearsay Labs - Clara Shih, Hearsay Labs - Panel of Young Entrepreneurs. (2010, February 10). . Retrieved February 25, 2010, from http://ecorner.stanford.edu/authorMaterialInfo.html?mid=2337

Stillman, J. (2010, April 30). College: A Total Waste of Time? Entry-Level Rebel | BNET. Retrieved May 1, 2010, from http://blogs.bnet.com/entry-level/?p=2255&tag=col1;post-2255

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21. General information about Unitec courses

Key StaffDr. Robert Davis, Head of Department: Management & Marketing (DoMM), Tel. 815 4321, Ext 7418 [email protected]. Liz Rainsbury, Head of Department: Accounting & Finance, Tel. 815 4321, Ext 8803, [email protected] Slessor, Programme Director — BBus, Tel 815 4321 Ext, [email protected] Marriott, Programme Director — DipMgt, Tel. 815 4321, Ext 8131. [email protected] Rose Coveny, Programme Director—DipProfAcc, Tel. 815 4321, Ext 8084, [email protected] Stuart, Programme Administrator - BBus, DipMgt, DipProfAcc, Tel. 815 4321, Ext 8282, [email protected] Solomona, Lecturer/Pacific Advisor, [email protected], or [email protected] Brown, Student Advisor, Tel. 815 4321, Ext. 8286, [email protected]. Peter Mellalieu, Curriculum po-ffessor, Tel 021 42 0118, [email protected]

Key ContactsThe Unitec Counseling Service, Tel. 815 4321, Ext 8605Maia Māori Development Staff, Tel. 815 4321 Ext 8695 Unitec Campus Bookstore, Tel. 815 4321 Ext 7490 or Ext 8437 Te Puna Ako - Learning Support Centre, Tel. 815 4321 Ext 8611 Unitec Library Front Desk, Tel. 815 4185 Pasifika Student Support, Tel. 815 4321 Ext 8782 Student Loans and Allowances Administrators Tel. 815 4321 Ext 8545 USU Students’ Association at Unitec, www.usu.co.nz

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mailto:[email protected]?subject=Inquiry%20re%20BBus%20BSNS%205391

mailto:[email protected]?subject=Inquiry%20re%20BBus%20BSNS%205391















http://www.usu.co.nz

http://www.usu.co.nz

Policies and ProceduresPlease read these policies specific to the Bachelor of Business in conjunction with the Unitec publication, “Your Guide to Unitec’s Rules and Policies”

Unitec’s Commitment and Expectations of Students:

Unitec is committed to providing you with:

Lecturers who are well prepared and organised Display a thorough knowledge of their subject Good communicators Provide you with useful feedback on your performance Responsive to your learning needs Qualifications that are credible and portable A quality education in a climate of continuous improvement Accurate information about your programme Assessment that is fair, valid and timely The opportunity to evaluate courses and teaching in confidence A learning environment that is safe and one that enables you to achieve your full potential.

We expect students to:

Be punctual and reliable in attendance Be well organised and prepared for each class Be committed to your own learning Participate actively in group work and other learning activities associated with their programme. Abide by Unitec statutes and regulations Respect the rights of your fellow students and Unitec staff Provide useful feedback to courses and teaching to assist us in improving our programmes and services.

Cellphones

Cell phones must be turned off during class. Students who leave cell phones on during class time may be asked to leave for the duration of that session, or have the phone confiscated until the end of class.

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What is a programme?

A programme leads to a qualification such as a degree, diploma or certificate and consists of a number of courses. When you complete a course in a programme, you achieve a certain number of credits. In the case of a BBus student you would receive 15 credits for each course successfully passed.

What is a course?

A course is a module of study within a programme that is usually taken over a semester. In this time you may be required to attend lectures and tutorials, sometimes a lecture/tutorial, complete with assignments as well as exams. In some programmes all courses, sometimes called papers, are compulsory, while in others there may be elective courses.

Study Options

You can study full-time over three years or part-time over a longer period. You have to complete the Bachelor of Business within TEN years. Each course is one semester long. Selected courses are also offered during Unitec’s Summer School, which is held in December and January.

Full-time classes are scheduled Monday to Friday, with a range of times during the day for you to choose from. Typically you will spend between 12 to 16 hours per week in the classroom and at least 20 to 24 hours per week on study, assignments and other class work.

Learning Support

If you have any difficulty understanding information given in lectures, you should in the first instance speak with your lecturer. Also ensure that you attend the tutorials for the course. If you continue to have a problem with a particular concept or skill you should make an appointment with the Te Puna Ako Learning Centre situated in The Hub, Building 180. Te Puna Ako provides a range of learning support services, including workshops. They can also provide help on how to write essays, reports etc, and help you to understand the requirements of assignments.

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Staff Support To Get Help with: Contact: A particular subject: The Course LecturerYour studies in general: Student Advisor or BBus Programme Director

Problems about assessments: The Course Lecturer first, then the Business Information & Support Centre, or Programme

Administrator Enrolling, Cross Credits, Exemptions:

Business Information & Support Centre or Programme Administrator

Planning Your Programme: Student Advisor or BBus Programme Administrator

Personal Matters Affecting Your Studies: Any of the above staff or Unitec Counselling

ServiceFinancial Matters: Unitec Student Financial Advisor or Unitec

Counselling Service Scholarships: Unitec Student Financial Advisor, Maia staff,

Student Advisor, or email [email protected]

Centre for PacificThe Centre for Pacific was established to meet the needs of Pacific communities and to enhance and increase the participation, completion and progression rates of Pacific students.

The Centre currently provides the following services:

Academic support; general and content specific

Careers adviceCourse and programme enquiriesFinancial/Scholarship advicePastoral careMentoringPacific lecture series

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Pacific events: Orientation, Graduation, Pacific Leadership Fono (Secondary Schools), student and staff events, Fanau evenings, KavalUP – Quarterly newsletter.

Computer Laboratory Rules You will be provided with a username and a directory for storing files, as well as access to a range of software in our computer labs (your username is the same in each lab where you work). Inform your lecturer immediately if the equipment is faulty. Professional and ethical behaviour is expected of our students, just as it would be in a work situation. These rules are needed to make it possible for a large number of people to co-operate in using the laboratories. Breaches of the rules may lead to penalties ranging from loss of access to labs to exclusion from the programme.

Do not do anything that will interfere with the normal operation of the equipment, other users, and networks.

Do not password protect files, otherwise virus checkers may be impeded. Do not connect your lap top to the Unitec network. Respect the laws of copyright. No private material is to be used on Unitec equipment. No copying of Unitec software is permitted. Do not copy files or applications into your directory from outside your directory or vice versa without specific permission from a lecturer. This applies to files in another directory, or on a removable storage device. Do not use anyone else's username or directory, and do not let others use yours. Do not send unwanted or offensive mail. Messages should be brief and related to your programme of studies. Keep your own directory tidy and uncluttered. Delete unwanted files, sub-directories, and mail. Never eat or drink in computer labs or classrooms except for water bottles with seals. Help keep labs tidy by looking after your own waste paper and using the recycling bins provided. You may not play games in Unitec labs or take furniture outside. Cell phones must be switched off during all lab and classroom sessions. Your Student ID Card must be placed in the clear plastic holder on the side of the screen or front of the computer unit, during use of the computer.

Assessments/Assignments/Exams During your course you will have several assessments. You will be expected to turn in high quality work, of the same standard that will be expected of you in a work situation. All assessment work for this programme must be each student’s own original work unless group projects are specifically designated by the

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Lecturer. Marked assignments not collected within three months of submission will be disposed of.

Examination dates are fixed.

An examination timetable is available prior to the commencement of a semester. When selecting courses it is important to check again the examination dates before semester commences. A student cannot ask for an examination date(s) to be changed to suit his/her particular arrangements.

Special Assessment Circumstances (SAC) Any student who is prevented from completing an assessment item by the due time and date, or whose performance is affected by factors beyond their control, may apply for a SAC under the Institute's provisions outlined in the Academic Statute.

Students should note that such an SAC application must be lodged with the Business Information & Support Centre, Building 180 with the appropriate medical or other documentation within five (5) working days of the due time and date of a test or exam, or before the deadline date and time for an assignment (refer to “Late Assignments” below).

In the case of illness or injury, documentary evidence such as a medical certificate must be dated within 24 hours of the assessment date and must be signed by a New Zealand registered medical practitioner.

Only one SAC application is possible in any one course in each semester.

An SAC application will only be considered if all other assessment items have been completed. NOTE: Students who apply for a SAC for the final examination must take the exam in the following semester.

Where a valid SAC application has been received

For an assignment, the student will usually be granted an extension to the due date, but the SAC application must be submitted before the deadline date and time – refer to “Late Assignments” below; For a test the Programme Committee may assign an assessed mark, based on class ranking and marks achieved in other course assessments and the final exam; or when it is known in advance of the test that special assessment circumstances will apply, it may be arranged for the student to sit the test prior to the test date; For the final exam, the student will then receive a deferred grade and will be required to sit the exam the next time the course is offered, usually the following semester of Summer School. The student is not given an assessed grade; For impaired performance in a test or exam, the Programme Committee may let the mark achieved stand or adjust the mark based on marks and class

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rankings achieved in other assessments in the course. In such instances the estimated grade is marked (est.) in the student’s academic record. The application form is available from the Business Information and Support Centre.

What is beneficial assistance when doing assessments?

Study Groups Discussion Sharing reading material

What is unacceptable assistance when doing assessments

Working together on one copy of the assessment and submitting it as own work Giving another student your work Copying someone else’s work. This includes work done by someone not on the course Changing or correcting another student’s work Copying from books, Internet etc, and submitting it as your own work

Assistance to other students

Students themselves can be an excellent resource to assist the learning of fellow students, but there are issues that arise in assessments that relate to the type and amount of assistance given by one student to another. It is important to recognise what types of assistance are beneficial to another’s learning and are acceptable in an assessment. The Unitec Academic Statute governs the conduct of assignments and examinations, and violations of the standards will result in disciplinary action.

Acknowledgement of sources

Referencing is an important part of all academic work. Sources of information should be acknowledged for the following reasons:

To distinguish between your ideas and someone else’s. To show readers the range and quality of your reading. To direct readers to the sources used, if they want further information.

Failure to acknowledge a source of information, or using other people’s ideas as your own, is called plagiarism. Plagiarism is a serious form of academic dishonesty. Use APA referencing style in your assignments. For guidance, refer to

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the required textbook for all courses for the BBus degree, Manalo et al., and the Blackboard/Moodle BBus site2.

Turnitin.com

Turnitin is a software package that identifies plagiarised content in assignments. Lecturers will require students to submit their assignments through Turnitin.com. A user manual for students is available for downloading at: http://turnitin.com/static/training.html if you wish to learn more about Turnitin.com.

Use of Textbooks / Written Materials in Tests and Exams

You will be advised by each Course Co-ordinator of which statutes, text books, notes or other written materials that may be taken into the Assessment Tests and Final Examination. Where the use of such books or materials is permitted there should be no pen or pencil markings of any kind, but the proper use of highlighting with a highlighting pen is acceptable. Any unauthorised material or marking (e.g., writing, extra pages, markers, numbering, arrows, asterisks etc), will be treated as evidence of cheating and will be acted upon and the text book or statute or written materials confiscated and not replaced.

Use of Dictionaries in Tests and Examinations

Unless otherwise advised, students may take into a test or examination a copy of either Collins Pocket English Dictionary or Oxford Pocket English Dictionary. No Dictionary taken into a test or examination may be marked in any way other than with the student's name. This means that there should be no writing, high-lighting or underlining in the dictionary. At the start of the test or examination concerned dictionaries will be checked and may be confiscated from a student for the duration of the test or examination if any marking is found. In circumstances where marking found in a dictionary gives rise to a suspicion of cheating, disciplinary proceedings may follow.

Restrictions on Entry to Examination Room

A student arriving late for a 3 hour test or examination will not be permitted to enter the examination room later than 1½ hours after candidates have commenced writing the test/examination; in the case of a 2 hour test or examination, later than 1 hour after the commencement of the test/examination; in the case of a 1½ hour test or examination, later than 45 minutes after the commencement of the test/ examination.

Unless accompanied by a supervisor, a student is not permitted to leave the examination room before 1½ hours (for a 3 hour test or examination) has elapsed, or 1 hour for a 2 hour test or examination. Students who continue writing after

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2 Manalo, E., Wong-Toi, G., & Bartlett-Trafford, J. (2009). The business of writing: written communication skills for business students (3rd ed.). North Shore, NZ: Pearson Education New Zealand. See also Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2009). Essential Academic Skills (Revised.). Melbourne, Australia: Oxford University Press. Retrieved from http://openlibrary.org/b/OL10135765M/Essential-Academic-Skills

http://turnitin.com/static/training.html




http://openlibrary.org/b/OL10135765M/Essential-Academic-Skills




the “STOP WRITING” instruction will have their marks reduced by 5% of the exam marks.

Availability of Marked Assessments

Students shall be entitled to the return of all written work (or a copy thereof) submitted for formal assessment, and to be given access to a copy of the marking schedule used to mark the assessment. Marked work will only be retained until 4 weeks into the following semester. Original examination scripts are available from the Business Information and Support Centre to students free of charge after grades are approved by the Programme Committee, or copies are available at cost at the end of the academic year. For computer-based examinations a detailed marking schedule only will be provided. If a student uplifts the original examination she/he forgoes the right to apply for a recount of the script or an appeal against the grade.

Recount of Final Examinations

A recount of a final examination will confirm that all questions have been marked and that the marks correctly add to the total mark for that script. A recount may lead to no change or to either a raising or lowering of the grade. The procedure for having a particular final examination recounted shall be as follows:

A written application for recounts, together with the prescribed fee, must be received by the Business Information and Support Centre (BISC) within 15 working days of the mailing of results and prior to the student uplifting his/her original script; The Programme Leader shall arrange for a recount of the marks; The Programme Committee shall confirm the outcome of the recount and advise the student in writing within 5 working days of the confirmation. Appeal against a Grade A student may appeal against the final grade or pass category awarded in any course by applying in writing to the Dean, Faculty of Creative Industries and Business, giving reasons to justify the appeal. Applications for appeal must be received by the Dean 15 working days from the mailing of the results. In exceptional circumstances the Dean may extend the time for receipt of the application for appeal.

Late Assignments

There is a policy of No Late Assignments on this programme. An assessment item submitted after the due time and date will not be marked or graded unless:

The student’s performance has been affected by factors beyond the control of the student (as defined in the Academic Statute); and An application for Special Assessment Circumstances (SAC) has been lodged before the deadline and verified. Application for an SAC is to be made by the

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student to the Programme Director. Application forms are available from the Business Information and Support Centre, Building 172.

When requesting an SAC for an assignment, the application must be submitted (along with work completed to date) either before the deadline or within the timeframe of the extension requested i.e. if the Doctor's Certificate is for one (1) day, then the SAC and work completed must be submitted within one (1) day of the deadline. Only one SAC application is possible in any one course per semester

Use of the Unitec Logo within your assignment

Use of the Unitec logo is not permitted on assignments. The Unitec logo is for Unitec documents and only for use by Unitec staff.

Lost Assignments

Course lecturers accept NO responsibility for lost assignments. It is the student’s responsibility to retain copies of assignments that are submitted for marking/grading. Copies should be retained either in hard copy or on computer disks/files. Computer-based assignments that require submission of computer files must have a back-up copy stored on the Unitec Student F: Drive.

Collection of Marked/Graded Assignments

It is the student’s responsibility to collect graded/marked assignments. Assignments due in one semester will be kept no longer than four weeks into the following semester.

Misconduct in Assessments / Assignments / Exams

Any student who has plagiarised any work or colluded with another student(s) in any way will be referred to the Programme Leader. The student will be subject to disciplinary action under the Institute’s Academic Statute. Definitions of dishonest practice shall include:

“Cheating”, which is defined as any fraudulent response whatsoever by students to any item of assessment, including any action which may otherwise defeat the purpose of the assessment.

“Plagiarism”, which is defined as the act of taking and using another person’s thoughts, ideas, writings, inventions or work as one’s own without proper acknowledgement and includes: Copying the work of another student; (ii) directly copying any part of another’s work, including information obtained from the internet;

(iii) summarising another’s work;

(vii)using experimental results obtained by another.

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Submitting work for summative assessment which has been jointly prepared for presentation, in circumstances where this has not been approved by the Programme Leader. The submission of work for summative assessment which has previously been submitted elsewhere, without the prior permission of the Programme Leader. The presentation of fraudulent material as evidence of achievement in an educational or employment context in order to gain entry to a programme or to gain credit within a programme. A breach of any rules relating to summative assessment.

Penalties for Misconduct

For the first occurrence within the programme, the student will receive a zero mark for the assessment.

For the second occurrence within the programme the student will appear before the Discipline Committee. The Discipline Committee may impose a number of different penalties including suspension from the course, exclusion from the programme or exclusion from UNITEC.

Exclusion from a Programme

Any student who, over the last four semesters of his or her studies, has failed to pass courses equivalent to one half of the credits in which she/he has been enrolled over that period, shall be deemed to be excluded from that programme and shall not be permitted to re-enrol without the prior permission of the Programme Committee.

Exclusion from a Course

A student who has failed the same course on two occasions shall not be enrolled again for that course except with the permission of the Programme Committee.

Course Concerns

If you have any concerns about the way your course is progressing this semester please contact one of the following people to discuss it: - your Course Lecturer -the Course Coordinator or arrange an appointment with the BBus Programme Director or Student Advisor. Anonymous complaints will not be actioned. Please include your name and student number in any correspondence to the Programme Director. Your identity will not be divulged to the lecturer. For official complaints procedure refer to www.unitec.ac.nz. Select The Facts/Rules and Policies and then follow the “Quick Link” to “Students Complaint Policy”.

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http://www.unitec.ac.nz


Information for Students with Disabilities

At UNITEC we are attempting to remove all barriers to learning for people with disabilities. Please make your needs known to your lecturer as soon as possible.UNITEC offers the following resources to students with disabilities:

One-to-one assistance -available in the form of note-takers, readers and writers (for tests and exams) but it is the responsibility of the student to organise. Separate examination rooms and extra time can be arranged. Support networks and individual needs support: contact the Disability Co-ordinator, Wendy Russell, on 815 4321 extension 8606 for more information about any of these services.

Requirements to Pass a Course

Grades of 50% or higher are required to pass a course. The following grade-mark correspondences apply:

Grade Mark

A+ 90 to 100 )

A 85 to 89 ) Distinction

A- 80 to 84 )

B+ 75 to 79 )

B 70 to 74 ) Merit

B- 65 to 69 )

C+ 60 to 64 )

C 55 to 59 ) Pass

C- 50 to 54 )

D 40 to 49 )

E 0 to 39 ) Fail

W Withdrawn )

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For an A Grade

Content: A comprehensive and well-planned answer where the report clearly meets the requirements of the questions asked. Succinctly integrates a range of relevant concepts, principles, practices and theories. All answers are fully justified and are supported by evidence from relevant literature and current practice. Can demonstrate the ability to analyse a comprehensive range of issues and reach supported conclusions/recommendations; is able to identify all key issues, processes and contexts; can apply theory to practice; answer contains no irrelevant material.

Presentation: Report professionally presented. It is well structured, including page numbers and a properly referenced text and bibliography. There are no spelling or grammatical errors.

For a B Grade

Content: Answer is relatively comprehensive, and integrates many relevant concepts, principles and theories. Answers are adequately justified and are supported by some evidence from relevant literature and current practice; can demonstrate the ability to analyse a range of issues and reach conclusions and recommendations; is able to identify some key issues, processes and contexts; can apply some theory to practice. Answer may contain some irrelevant material.

Presentation: Presentation is very good, but falls short of excellent in several areas, particularly in terms of grammar and referencing.

For a C Grade

Content: Understands the topic and can link some concepts, principles and theories. Answers have little justification and support from evidence or from literature and current practice; can demonstrate the ability to analyse some issues, processes and contexts in order to reach conclusions or recommendations; answers are descriptive and typically lack any real critical discussion or evaluation; applies little theory to practice, produces irrelevant material.

Presentation: Typed, layout is generally clear, but contains spelling and grammatical errors. Referencing errors occur.

For a C/E Grade

Content: Poor answer; shows little understanding of the theory and concepts. Areas will be missing and mismatches may occur between the theory and practice; may be unable to cite supporting material; answer is disjointed and fails to reach conclusions and make relevant recommendations.

Presentation: Not acceptable, for example, not typed, untidily presented, high level of errors, poor and confusing layout.

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22. Quick guide to online enrolmentEnrolment is not automatic, you need to re-enrol by either completing a re-enrolment form or via Unitec’s On-line system -myRecords.

www.unitec.ac.nz myUnitec portal – see below for further instructions

You can access Online Web Enrolment (myRecords) via Unitec’s website

Before you start make sure you have your:

Username and PasswordTimetable for reference available on Blackboard site or in Business Info Reception List of classes you wish to enrol in as per Timetable

Not received your results yet? You may still enrol on-line

You can amend your enrolment after results are available

Instructions:

Type in the URL http://www.myunitec.ac.nzClick myUnitec PortalEnter username and password (same as Unitec network username & password) Click myRecords Click Enrolment Click Enrol in class Click Accept to accept the Pre-Enrolment checklist & Student Declaration Choose Semester and enter the CLASS NUMBER (you will find this on the timetable) If there is more than one class a week, you will automatically be enrolled in all sessions. Click Continue Click Submit Request The next screen will tell you if your classes have been added successfully. Please note: If system indicates “Class not Added” you must view the VIEW ENROLMENT REQUEST LOG where you will find an Error Message. Click on Submit Appeal Request if, after reading the error message, you still wish to enrol in this class. Type a detailed message and click on Save (this gets sent to the programme administrator via email, to investigate your enrolment query) You will normally receive a response by email or a phone call within a few days.

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http://www.myunitec.ac.nz

http://www.myunitec.ac.nz

Additional Information

After completing your enrolment on-line, it takes approximately 24 hours for the system to calculate your fees.

You can view and pay your account via myRecords. An invoice will follow your enrolment due 7 days before start of Semester.

In addition to viewing your own personal timetable following successful enrolment, you can also update your address, phone numbers & preferred email via myRecords.

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23. Amendments and suggestions for course improvements

This is an updated course with an updated text, a new teacher, and new learning support media such as this Course Handbook and the Learning Management system. Improvements and amendments will be made during the semester. Please make a record of amendments here, and include your own suggestions for improvements. Submit your suggestions with your Reflective Essay.

Date Version and Section

Subsection and Pages

Amendment/Suggestion

21/12/2010 3.0, s 15 Separated out writing quality into Assignment 1 c. Adjusted weight

21/12/2010 3.0 s 17 Updated Assignment 3 to link to new 2010 StrengthsQuest resources.

21/12/2010 3 Provided Selected Readings as part of Handbook.

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24. Passwords and access codes

Online submission of assignments: BSNS 5391 Innovation & entrepreneurship 2011-1 or 2011-2

For students to enroll in this class, you will need both the enrollment password you have chosen and the unique class ID generated by Turnitin:

Home page: http://www.Turnitin.comclass ID: __________Enrollment password: enterpriseClass title: BSNS 5391 Innovation & entrepreneurship 2011-1 or 2011-2My turnitin user name: _____________My turnitin password: _____________

StrengthsquestHome page: https://www.strengthsquest.comMy Strengthsquest user name: _____________My Strengthsquest password: _____________

My Project TeamTeam ID: _____ Name _____________________Project Presentation date ___________Recording duties date ______________

Team members

Name Email Phone

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http://www.Turnitin.com

http://www.Turnitin.com



25. Semester-specific calendar and datesStudio Calendar and assignment due dates - 2011 - Semester 1 Hand-in time for Assignments: Latest: On the date specified BEFORE class commencement. Submit immediately BEFORE the START of class, or into physical drop box, Level 4, building 172.CONCURRENTLY submit on-line http://turnitin.com submissions before class.Ass 2b and Ass 2c are due within 7 days of presenting Ass 2a.

Date Agenda Reading Ass Due/Team

10-Mar








Course handbook






17-Mar











Ass 3 a

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http://turnitin.com

http://turnitin.com


24-Mar









Ass 1 a

31-Mar










7-Apr








14-Apr Field trip/Visit to class by innovator-entrepreneur

Ass 1b 1c

Ass 3b

Team Z21-Apr Break for Study Week A28-Apr Break for Study Week B

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5-May







Teams A, B

12-May



F&K Ch 5 Innovation

F&K Ch 6 PathwaysTeams C, D

19-May




F&K Ch 10 MarketingTeams E, F

26-May




F&K Ch 13 Growth Teams G, H

2-Jun



F&K Ch 7 Legal

F&K Ch 8 Finance


Teams I, J

9-Jun Exhibition of top team presentations Ass 3c

16-Jun• Test rehearsal• Future studies• Beyond I&E

23-Jun Break for study30-Jun Test (date to be advised) Test

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Studio Calendar and assignment due dates - 2011 - Semester 2Hand-in time for Assignments: Latest: On the date specified BEFORE class commencement. Submit immediately BEFORE the START of class, or into physical drop box, Level 4, building 172.CONCURRENTLY submit on-line http://turnitin.com submissions before class.Ass 2b and Ass 2c are due within 7 days of presenting Ass 2a.


1-Aug








Course handbook






8-Aug











Ass 3 a

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http://turnitin.com

http://turnitin.com


15-Aug









Ass 1 a

22-Aug










29-Aug








5-Sep Field trip/Visit to class by innovator-entrepreneur

Ass 1b 1c

Ass 3b

Team Z

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12-Sep







Teams A, B

19-Sep



F&K Ch 5 Innovation

F&K Ch 6 PathwaysTeams C, D

26-Sep




F&K Ch 10 MarketingTeams E, F

3-Oct




F&K Ch 13 Growth Teams G, H

10-Oct Break for Study Week A17-Oct Break for Study Week B

24-Oct



F&K Ch 7 Legal

F&K Ch 8 Finance


Teams I, J

31-Oct Exhibition of top team presentations Ass 3c

7-Nov• Test rehearsal• Future studies• Beyond I&E

14-Nov Break for study21-Nov Test (date to be advised) Test

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Unitec principal academic calendar

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Documents

Course Handbook and Syllabus Unitec BSNS 5391 Innovation and Entrepreneurship