MGMT20143 - Think Big
Term 2 - 2017


All details in this unit profile for MGMT20143 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Think Big is a unit about generating, developing, and evaluating ideas for the introduction of innovative and viable new ventures. Think Big entails a process of discovery designed to develop creation of dynamic and impactful enterprises. The unit covers innovation business concepts and models, and assumes no prior business knowledge or experience. The unit will assist students to generate new marketable ideas and develop skills in innovative thinking, and market assessment in digital, social, commercial and service contexts. This unit introduces the concept of ideation to students and includes the areas of entrepreneurship, creativity and innovation, idea generation, opportunity recognition, horizon thinking and idea evaluation.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 3A
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Brisbane
  • Distance
  • Melbourne
  • Sydney

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Practical Assessment 30%
2. Practical Assessment 30%
3. Presentation and Written Assessment 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Students appreciated the emphasis on practice in the course and the opportunity to creatively workshop their business ideas and to work towards an extended pitch, including produce a portfolio of items to show investors, such as a prototype, website mock-up, advertising materials, other such item. Students appreciated that an industry professional was invited to assess the final group assignment and that their feedback informed the lecturer's mark for the group assignment Student evaluations and feedback in class. Continue to focus on providing students with the tools and intellectual capability to creatively develop and implement a business idea, collaborating with other students.
On successful completion of this unit, you will be able to:
  1. Define and apply key concepts of innovation in digital, service, social and commercial contexts.
  2. Investigate cases of disruptive innovation in a social, commercial , digital and service context.
  3. Discuss and critically analyse the reasons organisations innovate.
  4. Develop ideas using conceptualisation frameworks, innovation personas and horizon thinking in a digital, service, social and commercial context.
  5. Demonstrate understanding and apply the stages of the innovation process.
  6. Identify and discuss the technical, financial and organisational constraints to innovation in markets.
  7. Assess the environmental, social and economic factors for market entry of the innovations developed in the unit.
  8. Forecast the success and market diffusion of your innovation using business models.

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Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Practical Assessment    
2 - Practical Assessment        
3 - Presentation and Written Assessment      

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1. Knowledge  
2. Communication        
3. Cognitive, technical and creative skills    
4. Research        
5. Self-management            
6. Ethical and Professional Responsibility            
7. Leadership        

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Practical Assessment  
2 - Practical Assessment
3 - Presentation and Written Assessment

Prescribed Textbooks

The Lean Entrepreneur: How Visionaries Create Products, Innovate with New Ventures, and Disrupt Markets
Author/s: Brant Cooper and Patrick Vlaskovits Year: 2016
Edition: 2nd edition Publisher: Wiley
City: Hoboken State: New Jersey
Country: USA
View textbooks at the CQUniversity Bookshop
Note: You should feel free to purchase the earlier version and/or a version which is in e-book form if this is more convenient. Do note the textbook will be complemented by a recommended weekly readings list.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorAngelina Zubac (a.zubac@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Module 1:

Part 1: Introduction: Generating, developing and evaluating ideas for a new venture.

Part 2: The social entrepreneur: Doing well by doing good.

Textbook: Cooper, B. and Vlaskovits, P. 2013. The Lean Entrepreneur. Wiley: New Jersey.

Chapters 1, 2 and 3.

On-campus students: There will be a short lecture and students will be required to undertake team based exercises. Videos will be used to illustrate points and educate, and students will be required to work in teams to solve various entrepreneurial problems and engage others to develop their ideas further along creative lines.

Online/flex students: You should feel free to schedule a meeting or a video conference with your lecturer to discuss the unit, your readings and any ideas you have for a business, including how your ideas could be explored through the assignment work for this subject.

Week 2 17-07-2017

Module 2:

Part 1: Business models, business plans, business cases, and making commercially viable and realistic projections.

Part 2: The product-service mix: Making and selling innovative products and services, including utilising advanced methodogies and technologies.

Textbook: Cooper, B. and Vlaskovits, P. 2013. The Lean Entrepreneur. Wiley: New Jersey.

Chapters 4, 5 and 6.

On-campus students: There will be a short lecture and students will be required to undertake team based exercises. Videos will be used to illustrate points and educate, and students will be required to work in teams to solve various entrepreneurial problems and engage others to develop their ideas further along creative lines.

Online/flex students: You should feel free to schedule a meeting or a video conference with your lecturer to discuss the unit, your readings and any ideas you have for a business, including how your ideas could be explored through the assignment work for this subject.

IMPORTANT: Groupt/team formation.Students who are not in a team by the end of Week 3 will automatically lose five marks for the whole unit.

Week 3 24-07-2017

Module 3:

Part 1: The new economy: Digital products and services, partnering and value chain integration.

Part 2: Workshopping of ideas in teams.

Textbook: Cooper, B. and Vlaskovits, P. 2013. The Lean Entrepreneur. Wiley: New Jersey.

Chapters 7 and 8.

On-campus students: There will be a short lecture and students will be required to undertake team based exercises. Videos will be used to illustrate points and educate, and students will be required to work in teams to solve various entrepreneurial problems and engage others to develop their ideas further along creative lines.

Online/flex students: You should feel free to schedule a meeting or a video conference with your lecturer to discuss the unit, your readings and any ideas you have for a business, including how your ideas could be explored through the assignment work for this subject.

IMPORTANT: Your lecturer will begin seriously assessing your ability to work constructively with others from this point. Make sure you are observed/demonstrate that you are working with others from week 3 and are doing so very well.

Week 4 31-07-2017

Module 4:

Part 1: Team organisation and workshop

Part 2: Summary of the principles taught so far to ensure students can seriously work on their various business ideas together

Textbook: Cooper, B. and Vlaskovits, P. 2013. The Lean Entrepreneur. Wiley: New Jersey.

Chapters 9 and 10.

On-campus students: There will be a short lecture and students will be required to undertake team based exercises. Videos will be used to illustrate points and educate, and students will be required to to work in teams to solve various problems and engage others to develop their ideas further along creative lines.

Online/flex students: You should feel free to schedule a meeting or a video conference with your lecturer to discuss the unit, your readings and any ideas you have for a business, including how your ideas could be explored through the assignment work for this subject.

Practical Assessment: The Case Study (1200-1500 words or a 4-5 minute video) Due Friday (04 Aug 17) 11:45 PM AEST
Week 5 07-08-2017 On campus: Constructive workshopping of ideas

Read any one or two articles of your choice on Moodle from the recommended readings for the week.

On-campus students: This seminar includes short lectures, and a combination of activities, including class-wide discussions, team exercises, experiential exercises, case analyses, impromptu presentations, brainstorming sessions and the screening of short videos.

Online/flex students. Self-directed learning.

Vacation Week 14-08-2017 No classes in MGMT20143 this week.

Relaxation and some private study, including assignment preparation

Week 6 21-08-2017

On campus: Constructive workshopping of ideas

Read any one or two articles of your choice on Moodle from the recommended readings for the week.

On-campus students: This seminar includes short lectures, and a combination of activities, including class-wide discussions, team exercises, experiential exercises, case analyses, impromptu presentations, brainstorming sessions and the screening of short videos.

Online/flex students:Self-directed learning and/or workshopping ideas with lecturer via video conference. Please schedule a time to talk to your lecturer if this would be useful.

Week 7 28-08-2017 On campus: Constructive workshopping of ideas

Read any one or two articles of your choice on Moodle from the recommended readings for the week.

On-campus students: This seminar includes short lectures, and a combination of activities, including class-wide discussions, team exercises, experiential exercises, case analyses, impromptu presentations, brainstorming sessions and the screening of short videos.

Online/flex students:Self-directed learning and/or workshopping ideas with lecturer via video conference. Please schedule a time to talk to your lecturer if this would be useful.

Week 8 04-09-2017 On campus: Constructive workshopping of ideas

Read any one or two articles of your choice on Moodle from the recommended readings for the week.

This seminar includes short lectures, and a combination of activities, including class-wide discussions, team exercises, experiential exercises, case analyses, impromptu presentations, brainstorming sessions and the screening of short videos.

Online/flex students:Self-directed learning and/or workshopping ideas with lecturer via video conference. Please schedule a time to talk to your lecturer if this would be useful.

Week 9 11-09-2017

On campus: Constructive workshopping of ideas

Read any one or two articles of your choice on Moodle from the recommended readings for the week.

On-campus students: This seminar includes short lectures, and a combination of activities, including class-wide discussions, team exercises, experiential exercises, case analyses, impromptu presentations, brainstorming sessions and the screening of short videos.

Online/flex students:Self-directed learning and/or workshopping ideas with lecturer via video conference. Please schedule a time to talk to your lecturer if this would be useful.

Practical Assessment: Your Business Idea and the Constructive Workshopping of Ideas Due Friday (15 Sep 17) 11:45 PM AEST
Week 10 18-09-2017

On campus: Constructive workshopping of ideas

Read any one or two articles of your choice on Moodle from the recommended readings for the week.

On-campus students: This seminar includes short lectures, and a combination of activities, including class-wide discussions, team exercises, experiential exercises, case analyses, impromptu presentations, brainstorming sessions and the screening of short videos.

Online/flex students:Self-directed learning and/or workshopping ideas with lecturer via video conference. Please schedule a time to talk to your lecturer if this would be useful.


Week 11 25-09-2017

On campus: Constructive workshopping of ideas and/or presentation of teams' business idea, including the pitch and the portfolio of materials

Student groups will be trying to get a total of $100k from an investor.

NB. In previous terms, a real-life business executive visited the university to assess the group presentations and the portfolios of materials. The investor could decide to award you nothing, that is, zero or they could decide to invest the whole amount of $100k.

Assessment 3 presentations could be assessed in class this week.

The supporting portfolio should be completed and submitted electronically if it is appropriate and supplements your presentation by the due date for the final assessment piece.

NB. Online/flexible students are provided with separate instructions for submitting their group presentations.

Week 12 02-10-2017

Presentation of teams' business idea, including the pitch and the portfolio of materials

Student groups will be trying to get a total of $100k from an investor.

NB. In previous terms, a real-life business executive visited the university to assess the group presentations and the portfolios of materials. The investor could decide to award you nothing, that is, zero or they could decide to invest the whole amount of $100k.

Assessment 3 presentations will be assessed in class.

The supporting portfolio should be completed and submitted electronically if it is appropriate and supplements your presentation by the due date for the final assessment piece.

NB. Online/flexible students are provided with separate instructions for submitting their group presentations.

Review/Exam Week 09-10-2017

There are no exams for this subject.

Presentation and Written Assessment: Group Presentation of the Best Idea and Supporting Portfolio of Materials plus the Team Charter Due Monday (09 Oct 17) 11:45 PM AEST
Exam Week 16-10-2017

N/A

1 Practical Assessment

Assessment Title Practical Assessment: The Case Study (1200-1500 words or a 4-5 minute video)
Task Description

This is an individual assignment. Students have the choice of submitting a written case study or a video case study.

A written case study should be 1200 to 1500 words, not including references, diagrams, tables, any appendices, etc. A video case study should be between four to five minutes in length.

The objective of Assessment 1 is to build students' research, critical thinking, business evaluation and entrepreneurial skills. While researching the case study, students are encouraged to explore and learn about different business models, including the type of business models that are most associated with success and high levels of profitability. By learning about a number of businesses and their business models, including their competitive environment, and writing a deep case description of a particular innovative business venture, students will not only learn how to identify the most important aspects of a successful business model but also how to effectively explain winning business models to others.

Although this is an individual assignment, students should feel free to work with others taking this unit. For instance, students may want to collaborate with others when making a video. This allows students to learn much more potentially about practical video production than they would have done if making the video themselves.

However, it should be noted that the assignment work submitted should be wholly the student's own work. No two students in the unit should do the same case study.

Before commencing, students must confirm with their lecturer that the organisation they plan to write about is permissible and that no other student doing the unit is doing the same case study. The organisation that is the focus of the case should also be a relatively new, innovative business venture, which means it was most likely established in the last five years.

The case study should include the following information:
  • The business context and background, including the industry, location, size of the business, market conditions, customer segments, demand conditions, competitors, founders' background, etc.
  • Comprehensive description of the business, including the product(s) and service(s) that the business makes available to customers and its business model.
  • Your evaluation of the strategy and future prospects of the organisation (students can apply SWOT, PEST, ratio or other analytical techniques to derive and justify their evaluation).
  • Summary of the key points, including a discussion of the one aspect of the business model you think is the most important for the management of the organisation to keep in mind to ensure the ongoing success of the organisation.
Students will be rewarded for presenting the case creatively and their ability to craft compelling arguments. Students should also write a case study that is highly accessible. Thus, it should not be too technical and can be easily understood by someone with very little business training.

Students choosing the video option should note that they will not be assessed on their video production skills but on the content of the video.

Students who get a distinction or above may be given the opportunity to have their case study published or used for teaching in the next semesters.

Assessment Due Date Week 4 Friday (04-Aug-2017) 11:45 PM AEST
Word via Moodle.
Return Date to Students Student assignments should be graded within 1-2 weeks.
Weighting 30%
Assessment Criteria

Please see the rubric on Moodle.

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Define and apply key concepts of innovation in digital, service, social and commercial contexts.

3. Discuss and critically analyse the reasons organisations innovate.

5. Demonstrate understanding and apply the stages of the innovation process.

6. Identify and discuss the technical, financial and organisational constraints to innovation in markets.

7. Assess the environmental, social and economic factors for market entry of the innovations developed in the unit.

8. Forecast the success and market diffusion of your innovation using business models.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

7. Leadership



2 Practical Assessment

Assessment Title Practical Assessment: Your Business Idea and the Constructive Workshopping of Ideas
Task Description

This is an individual assignment that students complete in consultation with their group/team. The objective of Assessment 2 is to learn how to develop a business idea by brainstorming and levering off the skillsets of others.

Thus, you will be focussing on developing a business idea of YOUR own in the first instance. However, Assessment 2 should also be seen as an opportunity to learn how to work with others to realise business ideas. It is also structured in such a way that it represents an opportunity to do work towards Assessment 3, which is when your group presents via Powerpoint a business idea jointly.

While working on Assessment 2, your group/team MUST via a consensus process identify the best idea, that is, the idea from the ideas workshopped that will get YOUR team the highest proportion possible of the pool of investment money available. N.B. All the teams will be trying to get as much as possible of a potential $100k investment from an investor.

You should also note that if you are an on-campus student you MUST attend the workshops to be assessed for your ability to work constructively and collaboratively as part of a group/team.

If you are an online/flexible student, you will have a different set of challenges. Instead, of being required to cooperate in a workshop setting on-campus, online/flexible students are required to be proactive and make sure they get themselves in a virtual team and then communicate as is required with team mates to complete Assessment 2 and Assessment 3. It will also be necessary for you to schedule AT LEAST ONE conference group meeting with your lecturer. You can schedule this meeting in Week 7, 8, 9, 10 or as late as Week 11. It is your team's choice and you can also schedule more than one meeting if this suits your team. The meeting with your lecturer will be your team's opportunity to explain what you are doing to ensure successful completion of Assessment 2 but also Assessment 3. Think of the meeting as simulating what you would need to do to convince an investor or a manager at a large firm to fund your business idea realisation project. Investors think big and they want to find entrepreneurs who also think big.

NB. Online/flexible students will be given advanced instruction on the Moodle site at the commencement of the semester.

In summary, there are two parts to Assessment 2 upon which the individual student is assessed: One involves written assessment and the other involves the assessement of the individual's ability to work constructively with team mates to develop their own and other group mate's ideas, that is, involves being observed as having the ability to work constructively and collaboratively in either a workshop setting or by inference (as a result of what gets done and submitted and via a reassuring conference call). Assignment 2 is an opportunity to work towards Assignment 3's tasks in a workshop environment, drawing on the advice of your lecturer as required.

The following describes the materials individuals must submit and what is required of the group/team:

INDIVDIUAL SUBMISSION

Develop the following:

  • 2-3 page (1.5 spacing, A4) summary of YOUR business idea and its most essential business model components

GROUP ASSESSMENT

The individual as part of a group must be observed as having the ability to work constructively and collaboratively in a workshop setting with others or, if an online/flexible student, working constructively and collaboratively by inference. The objective is to successfully develop any three of the following as part of a portfolio of materials:

  • description of the innovation process to be used
  • cashflow projections, including profit & loss, balanced sheet estimates for the first two years
  • short videos or animated Powerpoint communications that are focussed on explaining and selling an aspect of the business to potential investors and customers
  • a draft website (maximum 6 pages) that is focussed on explaining and selling the business to potential investors and customers
  • an example of a blog or newsletter or other such communication that is focussed on explaining and selling the business to potential investors and customers
  • a 2 page plan/outline (A4, 1.5 spacing) that explains how social media will be used
  • a related application software
  • a short brochure in pdf
  • a prototype of the product
  • a schematic or simulation or other such representation of the planned service offering
  • another such item that positively demonstrates some aspect of the product/service you want to develop and which will persuade investors to fund your project.

Do note that the assignments that have got the highest marks in previous terms produced an extremely creative and informative portfolio of materials. Assignment 2 involves you working on these items together so that you are all in a position by the end of the term to produce something that is truly impressive when you present your group business ideas as part of Assessment 3.

It is mandatory that the group/team completes a team charter and submits this with the porfolio (see the description of Assessment 3). A half page of dotpoints will be sufficient for the charter but you can submit a more detailed charter if you would like to do so.

To reiterate, in the first instance, the focus in the workshops will be on each student getting feedback about how to develop their individual business idea.This should enable the individual student to put together a 2-3 page (1.5 spacing, A4) summary of HIS/HER business idea and its most essential business model components.

The focus of workshops will then shift to developing the idea that the group/team thinks has the best chance of getting them a large slice of the grant/investment money on offer when they (convincingly) present in the final teaching week for this unit.

One of the important aspects of this assessment is that it reinforces that though entrepreneurs must be dogged in their determination to succeed and see their business idea fully realised, successful entrepreneurs do not get fixated on just one idea. They keep an open mind. They also appreciate that there can be many good business ideas and the best business idea might be generated by someone else. Indeed, the most successful entrepreneurs are usually serial entrepreneurs and they are very good at working with and persuading other people, including proactively and positively levering of the business ideas of others.


Assessment Due Date Week 9 Friday (15-Sep-2017) 11:45 PM AEST
Each student must submit a 2-3 page (1.5 spacing, A4) summary of HIS/HER individual business idea and its most essential business model components. Individual group members' ability to work constructively and collaboratively as part of a team is also assessed during the workshops.
Return Date to Students Feedback will be provided in class and a final grade will be provided in 1-2 weeks.
Weighting 30%
Assessment Criteria

Please see the rubric on Moodle.

Referencing Style American Psychological Association (APA)
Submission Online

Word via Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Investigate cases of disruptive innovation in a social, commercial , digital and service context.

4. Develop ideas using conceptualisation frameworks, innovation personas and horizon thinking in a digital, service, social and commercial context.

5. Demonstrate understanding and apply the stages of the innovation process.

7. Assess the environmental, social and economic factors for market entry of the innovations developed in the unit.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



3 Presentation and Written Assessment

Assessment Title Presentation and Written Assessment: Group Presentation of the Best Idea and Supporting Portfolio of Materials plus the Team Charter
Task Description

This is a group assignment which builds on the work completed in Assessment 2. It allows your group/team to showcase the business idea identified by you all as the "best one" during workshops earlier in the unit. The objective of Assessment 3 is to hone students' business concept development and presentation skills, including give students a realistic sense of what is involved when explaining and selling an idea for a new business venture. It should allow students to appreciate that investors take the investment process seriously and will not commit to a project without scrutinising it carefully first.

While working on Assessment 2, your group/team should have identified an innovative business idea that has a good chance, in fact the best chance, of getting a high proportion of a potential investment, assumed to be around $100k. Your group/team will be required to present that business idea via Powerpoint. All members of the group/team must take part in the presentation.

In summary, there are two parts to Assessment 3: One involves everyone in the team presenting via Powerpoint ideas and arguments that explain and sell the business idea. The other involves the group/team presenting and/or submitting (as is appropriate) three portolio items plus the team charter jointly.

The following describes the requirements for the group presentation:

THE BID OR PITCH AND THE GROUP/TEAM POWERPOINT PRESENTATION

  • Make a 1-2 minute pitch, which pithily describes the most important and persuasive aspects of the business concept and the business model to be realised
  • Each team member talks for around four to five minutes (no more than five minutes) about the business concept and business model to be realised
  • Where appropriate the items from the portfolio of materials are showcased
  • The main presentation should be effectively structured and include the following:
    • Comprehensive description of the proposed business, including the product/service(s) that will be made available to customers
    • A high level discussion of the business case, including 1) the problem solved, 2) the benefits of the proposed business model, 3) outline of the initial strategy for establishing and growing the business, 4) options analysis, and 5) delivery approach (NPV analysis is not necessary)
    • Business model components of the business concept, using the Business Model Canvass approach
    • Summary of the key points

The following describes what MUST be submitted by the group/team:

PORTFOLIO OF MATERIALS AND THE TEAM CHARTER

The group/team MUST submit three of the following as part of a portfolio of materials in support of the business idea presented by the group/team:

  • description of the innovation process to be used
  • cashflow projections, including profit & loss, balanced sheet estimates for the first two years
  • short videos or animated Powerpoint communications that are focussed on explaining and selling the business to potential investors and customers
  • a draft website (maximum 6 pages) that is focussed on explaining and selling the business to potential investors and customers
  • an example of a blog or newsletter or other such communication that is focussed on explaining and selling the business to potential investors and customers
  • a 2 page plan/outline (A4, 1.5 spacing) that explains how social media will be used
  • a related application software
  • a short brochure in pdf
  • a prototype of the product
  • a schematic or simulation or other such representation of the planned service offering
  • another such item that positively demonstrates some aspect of the product/service you want to develop and which will persuade investors to fund your project.

It is also mandatory that the group/team completes a team charter and submits this with the copy of slides and porfolio of materials, as follows:

  • A team charter of no more than 500 words, which contains a description of the following information:
    • The team's objectives (eg. learn how to workshop ideas, get distinctions or above, etc.)
    • Communication methods (eg. meet twice a week, conference video calls, etc.)
    • Meetings/protocols, including how minutes or actions will be documented
    • Task allocations (eg. who will be working on what, who will be the first speaker during presentations, etc.)
    • Conflict resolution methods (eg. team leader appointed and resolves, toss a coin, ask the lecturer for advice, etc.)
    • Quality assurance methods (eg. who proofreads, who reviews final submission, how often is the presentation rehearsed in advance, etc.)

If you are an on-campus student you will be presenting on campus in either the second or last teaching seminar (when exactly will be confirmed later in the term as the presentation dates and timeslots depends on the number of students enrolled in the unit NB. It may not be possible for everyone to present in just the one seminar.)

If you are an online/flexible student, you will have a different set of challenges. Instead of presenting on campus, you will be required to put together a narrated and animated Powerpoint that includes the 1-2 minute pitch and everyone's five minute presentation.

NB. Online/flexible students will be given advanced instruction on the Moodle site at the commencement of the semester.

It is highly likely that your group/team will be presenting your idea for a business to a real-life, guest investor. They will award you a money amount out of $100k, that is, what they are prepared to invest in your business (do note this is pretend money!) That person will be explaining why he/she has awarded you a proportion of the hypothetical $100k investment.

Your lecturer provides you with a mark out of 100. The money amount will be converted to a mark. Your group mark will be an average of the two marks - the investor's and your lecturer's.

In other words, your lecturer will be marking your presentation based on pseudo-scholarly principles (allowing for the fact that Think Big is very practice-oriented) and based on the real-life investor's money allocation.

To do well, make sure you fulfil the requirements of Assessment 3 as outlined in the rubric. Importantly, students will be rewarded for their creativity and ability to work well with others in a team setting while thinking big.

Important: Group work and group presentations are designed to develop students' presentation skills in a way that reflects the real world. Students also learn from listening to the presentations of other students. As a result, all on-campus students enrolled in this course are required to attend the presentations of other student groups even if their group has already presented. This is what professionals do and it is considered common courtesy to do so too. Please note students could have up to 10 per cent deducted from their marks if they fail to take part in the audience when other student groups present.

Assessment Due Date Review/Exam Week Monday (09-Oct-2017) 11:45 PM AEST
Please submit copies of your Powerpoint slides, your portfolio of supporting materials and the team charter. Peer review required.
Return Date to Students Students should get feedback about the presentation, the portfolio of supporting materials and the team charter in 1-2 weeks.
Weighting 40%
Assessment Criteria

Please see the rubric on Moodle.

Referencing Style American Psychological Association (APA)
Submission Online
Group submission

Please submit via Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Define and apply key concepts of innovation in digital, service, social and commercial contexts.

2. Investigate cases of disruptive innovation in a social, commercial , digital and service context.

5. Demonstrate understanding and apply the stages of the innovation process.

6. Identify and discuss the technical, financial and organisational constraints to innovation in markets.

8. Forecast the success and market diffusion of your innovation using business models.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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