MGMT2010 Innovation and Entrepreneurship - 2018

MGMT2010
Undergraduate
Semester 1
6 Units of Credit
On Campus
Management

1. Course Details

Summary of Course

This course provides you with an introduction to the concepts and capabilities necessary to successfully commercialise new ideas. Entrepreneurship is about more than coming up with an idea or starting a business. It is also about identifying and validating good opportunities and then creating, communicating, and capturing value from those opportunities over time. This includes new firms as well as firms in corporate and non-profit settings.

This course will emphasise new venture formation. In doing so, this course will provide experiential learning opportunities for you to develop real skills in identifying and validating business opportunities, and articulating these opportunities in multiple formats (video, live and written). To bring the real world into the classroom, guest entrepreneurs will come to class and share their experiences with you and/or run workshops. Vice-versa, this course also provides opportunities to get you out of the classroom and learn by doing.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

The course is an introductory course designed for undergraduate students of all faculties and has no prerequisites. This course may be taken as a free elective for Business School students, or as a general education requirement for non-Business School students. As a result, most of your classmates may be outside your faculty.

Guest speakers and workshops are occasionally coordinated with MGMT5611 “Entrepreneurship & New Venture Management” and are open to anyone at UNSW (space permitting), including participants of the Peter Farrell Cup (UNSW’s business pitch competition).

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-chargeDrSiran ZhanLevel 5, Business School building – Ref E12
By appointment

If you would like to discuss about the course and your assignments, please email me.


3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Innovation and entrepreneurship is an inherently applied and unpredictable topic. Some of it can be learned (second-hand) by reading and listening to others. However, research on entrepreneurship education shows that much of it is best learned (first-hand) by taking action, dealing with inevitable obstacles and unanticipated consequences, and finding ways of working around or with them. Thus, learning in the course emphasizes taking action, such as telling others about your new business idea, and being ready to analyse the results of those actions. You are encouraged, through experiential-learning not to simply learn about entrepreneurship, but to ‘get’ what it’s like to be an entrepreneur and to act entrepreneurially.

Learning Activities and Teaching Strategies

Classes will involve a diverse assortment of experiential entrepreneurship education methods. The goal of the course materials is for students to become familiar with relevant theoretical concepts. The goal of the methods is to learn through application, to internalize concepts by taking action and to learn to work as a team. It is important that you prepare for each session by completing assigned readings, videos, podcasts and other required activities before the session. That way, each session’s usefulness can be maximized without unnecessarily repeating course content.

See also:

5. Course Resources

The required textbook for this course is:
  • Reis, E., 2011. The Lean Startup. Crown Business.
The book is available in the UNSW Library (free), UNSW Bookshop (~$30-45), amazon.com (US $20), kindle (~$10), and other bookshops.
The website for this course is on Moodle.

6. Course Evaluation & Development

Each year feedback is formally sought from students and other stakeholders about the courses offered in the School and continual improvements are made based on this feedback. This course constantly evolves and is evaluated towards the end of the semester using the myExperience survey. As a result of feedback, the course design and assessments have regularly been improved. The course design is also influenced by concurrent curriculum design at other universities. We will encourage you to use the myExperience survey (to be described in class later) at the end of the semester to evaluate the course. Improvements are also likely to be made in response to that feedback.

Informal feedback about the course design is always appreciated, anytime!

7. Course Schedule

Week 1: 26 Feb
Activity

Pre-class reading

Topic

REQUIRED: The lean method

1. Course outline

2. VIDEO: The Lean Startup http://stanford.io/2agKUAa (4:28)

3. Reis E. (2011) Introduction and Chapter 1

4. Blank, S. (2013) "Why the lean start-up changes everything" Harvard Business Review

5. Sarasvathy, S. (2001) "What Makes Entrepreneurs Entrepreneurial?" http://bit.ly/1gkyUvn

 

Recommended

6. http://wrd.cm/LRyGki Wired (2011) "Y Combinator Is Boot Camp for Startups"

7. Wadwha (2010) http://tcrn.ch/1bR1Rhx (can entrepreneurship be taught?)

8. Bliemel (2014) Getting out of the classroom

9. Kander (2014) All in Startup (story version of Lean Canvas, high-school level reading)

10. Video (2012) Startup Kids (movie)

Assessment/Other

N/A

Activity

In-class activities

Topic

  • Go over course objectives, course outline, start-up
  • Self reflection and peer sharing about motivation, objectives, and aspirations related to taking this course
  • Introduction to entrepreneurship and innovation
  • Introduce start-up resources available in UNSW and beyond - guest speaker TBC
  • Plan for coming week

Assessment/Other

N/A

Week 2: 05 Mar
Activity

Pre-class reading

Topic

REQUIRED: Definition, differentiation and value

1. VIDEO: Pains and Value Propositions http://stanford.io/2aJKt2c (4:28)

2. Reis E. (2011) Ch 2 (Define)

3. Kim & Mauborgne (2005) “Blue Ocean Strategy: From Theory to Practice” California Management Review http://bit.ly/2apM0vF

 

Highly Recommended

4. Business Model Generation (2009) http://bit.ly/1eutgmG + Video: http://bit.ly/1fgEgGs (2min) or http://bit.ly//U1Op4w (6-part mini series)

5. Value Proposition Design (2014) https://strategyzer.com/value-proposition-design

 

Recommended

6. http://bit.ly/1h7jZIo (Top 10 business models in 2010)

7. http://bit.ly/1bh01WV (Business model canvas poster)

8. http://bit.ly/1h7lzdb (Ash Maurya’s Lean Canvas book)

9. http://pollenizer.com/tools (Pollenizer’s Lean Dashboard)

10. http://slidesha.re/1bI4U8n (Pollenizer’s Universal pitch deck)

Assessment/Other

N/A

Activity

Pre-class activity

Topic

Interview an entrepreneur

Assessment/Other

Not graded but is an important learning process.

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Peer sharing of learning from interview with entrepreneurs
  • Go over the Lean start-up - Defining your business idea
  • Go over value proposition canvas
  • Case study of using value proposition canvas to define a business
  • Individual practice of using value proposition canvas to define a business
  • Peer sharing: your interests and business ideas, form team
  • Individual reflection: what prevents or will likely prevent me from starting a business?
  • Go over possible preventing factors and ways to overcome

Assessment/Other

N/A

Week 3: 12 Mar
Activity

Pre-class reading

Topic

REQUIRED: Trial and error

1. VIDEO: Why startups fail http://bit.ly/1blAaj3 (13min)

2. Reis E. (2011) Ch 3 (Learning [emergent strategy])

3. Reis E. (2011) Ch 4 (Experiment)

4. Shane (2003) “The Individual-Opportunity Nexus” http://bit.ly/1bIemIV (book review only!)

 

Recommended

5. http://gtnr.it/19ZN5pO (Gartner’s Hype Cycles)

6. http://bit.ly/LANNyv (CB Insights on Post-mortems)

7. StartupAus (2015) Crossroads report

8. KPCB internet trends

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Go over the lean start-up method - Learning
  • Go over the lean start-up method - Experiment
  • Guest speaker case study: using his/her example to explain business model canvas
  • Teamwork: Create a Business Model Canvas
  • Team weekly update

Assessment/Other

N/A

Week 4: 19 Mar
Activity

Pre-class reading

Topic

REQUIRED: Design Thinking

1. VIDEO: IDEO on ABC http://bit.ly/1lOqPlY (8:12)

2. Helsinki Design Lab (2012) “Creative Collaborations” http://bit.ly/1iaOsnC

3. IDEO (2008) Design Thinking Harvard Business Review

 

Recommended

4. WDS Service Design Handbook (see pdf in moodle)

5. Innovation by design http://bit.ly/1TRu5xY

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Team update pitches
  • Go over customer persona design
  • Team exercise: user persona design
  • Team presentation: customer persona

Assessment/Other

N/A

Week 5 (self-study, no class due to Easter): 26 Mar
Activity

Pre-class reading

Topic

REQUIRED: Evidence-based iteration & metrics

1. VIDEO: Building the MVP http://stanford.io/2aJK7Zr (3:25)

2. Reis E. (2011) Ch 5-7 (Build-Measure-Learn; Leap/Test/Measure)

 

Recommended

3. #HTSAS on growth http://bit.ly/1vgOrCj

4. Blog post re: Collins “Great by Choice” http://bit.ly/1j2jNqU (bullets à cannon balls)

5. http://bit.ly/1ejVaai (McLure: Startup metrics for Pirates)

Assessment/Other

N/A

 

Mid Semester Break: 02 Apr
Week 6: 09 Apr
Activity

Pre-class reading

Topic

REQUIRED: Valuations & funding sources

1. Schonfeld, E. (2011). The Lean Finance Model Of Venture Capital (both article and video): https://techcrunch.com/2011/12/04/lean-finance-model-venture-capital/

2. Reis E. (2011) Ch 8 (Pivot)

3. Mulcahy, D. (2013). 6 Myths About Venture Capitalists. Harvard Business Review, 91(5), 80-83.

 

Recommended

4. AVCAL (2006) Valuation Guidelines http://bit.ly/1h31e7m

5. Artesian (2012) The future of VC in Aus http://slidesha.re/1q7XbqW

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz (combined with Week 5 quiz)

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Team update pitches
  • Review Build-Measure-Learn cycle: principles, approaches, tools, cautionary notes, etc.
  • Go over venture valuation and funding
  • Team exercise: Angel investment simulation
  • Go over pivoting: the what, when, why, and how.
  • Teamwork: continue working on hypothesis testing

Assessment/Other

N/A

Activity

Assignment submission

Topic

Website, explainer video, and hypothesis test design

Assessment/Other

This round of submission is not graded.

The submission will be peer-assessed in-class in the coming week and constructive feedback will be provided for further improvement before final submission for grading.

Week 7: 16 Apr
Activity

Pre-class reading

Topic

REQUIRED: Financials

1. VIDEO: No patience for profitability http://stanford.io/2awphAi (2:01)

2. SEC (2007) Beginners’ guide to financial statements http://1.usa.gov/1nSyXVW

3. For Entrepreneurs blog post (especially regarding CAC, ARPA, LTV, Churn) http://bit.ly/1eWte8N

 

Highly recommended

4. Financial model template (xlsx in moodle)

 

Recommended

5. http://slidesha.re/MKCC74 (MARS slides)

6. http://bit.ly/1j2IzHr (MARS workbooks

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Team update pitches
  • Go over start-up financials
  • Go over Web-based hypothesis testing
  • Peer assessment (ungraded) of hypothesis test design
  • Teamwork: Work out your business financials and be ready to pitch your income statement in class

  • Teamwork: Update business website and hypothesis testing plan (preparation for submission)

  • Team pitch: income statement

Assessment/Other

Peer assessment (ungraded) of hypothesis test design. Although it is ungraded, it is a highly helpful learning opportunity for you to improve your work and upgrade your final submission the following week, which will be graded.

Week 8: 23 Apr
Activity

Pre-class reading

Topic

REQUIRED: Growth

1. Reis E. (2011) Ch 9-11 (Accelerate; Batch, Grow, Adapt)

 

Recommended

2. Shim Bliemel (2013) How Can We Predict the Performance of Small Firms' Online Advertising? An Agent-Based Modelling & Simulation Approach

3. WSJ 1998 Tuning In

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Team update pitches
  • Go over innovation diffusion and venture growth
  • Guest speak case study: how is he/she growing a start-up?
  • Teamwork: iterate the test and modify process

Assessment/Other

N/A

Activity

Assignment submission

Topic

Website, explainer video, and hypothesis test design

Assessment/Other

20% of total grade, team-based grading, subjective to peer rating adjustment.

Week 9: 30 Apr
Activity

Pre-class reading

Topic

REQUIRED: IP: patents, agreements, partnering, term sheets

1. VIDEO: http://bit.ly/1iT3Kcf (3:16) IP overview

2. VIDEO: http://stanford.io/1jtrQPn Protecting IP (3:08)

3. (2013) “8 Intellectual property items every startup needs” http://bit.ly/SqwWme

 

Recommended

4. See “legal docs.zip” file in moodle.

5. Miller (2007) Lifecycle of a Technology Company http://bit.ly/1iOqWyn

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Team update pitches
  • Go over intellectual property matters: the why and how
  • (Tentative) Guest speak: start-up journal and lessons learned
  • Go over issues regarding live pitch and demo day

  • Teamwork: research on IP issues related to your business: has someone else patented or trademarked something similar?

Assessment/Other

N/A

Week 10: 07 May
Activity

Pre-class reading

Topic

REQUIRED: Corporate innovation

1. Reis E. (2011) Ch 12: Innovate

2. Hamel (2011) 'First, Let's Fire All the Managers' HBR http://bit.ly/1fZfNKw

3. Gulati DeSantola Howard (2016) ‘Start-Ups That Last’ HBR

 

Recommended

4. VIDEO: http://www.youtube.com/watch?v=YKV3rhzvaC8 TEDx (17:32)

5. Valve Employee Handbook; e.g, via http://www.wired.com/2013/07/wireduk-valve-jeri-ellsworth/

6. Lehmann et al (2013) Corporate Accelerators: Characteristics and Motives

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Team update pitches
  • Go over corporate innovation and intrapreneurship
  • Go over managing innovation
  • Guest speaker: how to ace a pitch
  • Interaction with guest speak, Q&A
  • Teamwork: preparing for pitch and demo day

Assessment/Other

N/A

Week 11: 14 May
Activity

Pre-class reading

Topic

REQUIRED: Recruiting (vs. temp’ing, internships & outsourcing)

1. VIDEO: http://bit.ly/1iaUgO2 (Behind the scenes at FailBlog)

2. Leung et al (2006) The use of networks in HR acquisition JBV

 

Recommended

3. Recruiting a co-founder (UNSW EntSoc): https://www.facebook.com/groups/unsw.entsoc/10152337755448716/

4. Economist (2015) http://www.economist.com/blogs/freeexchange/2015/10/gig-economy

Assessment/Other

N/A

Activity

In-class quiz

Topic

Weekly quiz

Assessment/Other

40% of total grade (10 quizzes in total)

Activity

In-class activities

Topic

  • Go over start-up recruitment
  • (Tentative) Guest Speaker on how he/she has recruited, lessons learnt, and internship / job opportunity!

  • Teamwork: get ready for live pitch and demo day!

Assessment/Other

N/A

Activity

Assignment submission

Topic

Written Business Description

Assessment/Other

10% of total grade, team-based grading, subjective to peer rating adjustment.

Week 12: 21 May
Activity

In-class activities

Topic

Demo day!

  • Live pitches
  • Q&A with judges
  • Trade-show booth

Assessment/Other

20% of total grade, team-based grading, subjective to peer rating adjustment.

Week 13: 28 May

8. Policies

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Goals and Outcomes

The Business School Program Learning Goals reflect what we want all students to BE or HAVE by the time they successfully complete their degree, regardless of their individual majors or specialisations. For example, we want all our graduates to HAVE a high level of business knowledge and a sound awareness of ethical, social, cultural and environmental implications of business. As well, we want all our graduates to BE effective problem-solvers, communicators and team participants.

You can demonstrate your achievement of these goals by the specific outcomes you achieve by the end of your degree (i.e. Program Learning Outcomes—henceforth PLOs). These PLOs articulate what you need to know and be able to do as a result of engaging in learning. They embody the knowledge, skills and capabilities that are identified, mapped, taught, practised and assessed within each Business School program.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as outlined in the UNSW Assessment Design Procedure. It is therefore important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the course components and assessments of the courses within your program of study.

Program Learning Outcomes

  • Undergraduate
  • Postgraduate Coursework
Knowledge You should be able to identify and apply disciplinary knowledge to business situations in a local and global environment.
Critical thinking and problem solving You should be able to identify and research issues in business situations, analyse the issues, and propose appropriate and well-justified solutions.
Written communication You should be able to prepare written documents that are clear, concise and coherent, using appropriate style and presentation for the intended audience, purpose and context.
Oral communication You should be able to prepare and deliver oral presentations that are clear, focussed, well-structured, and delivered in a professional manner.
Teamwork You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team’s processes and ability to achieve outcomes.
Ethical, social and environmental responsibility
  1. You should be able to identify and assess ethical, environmental and/or sustainability considerations in business decision-making and practice.
  2. You should be able to identify social and cultural implications of business.
Workplace skills (Co-op programs only) You should be able to conduct yourself in a professional manner in the work environment, communicate effectively in diverse workplace situations and be able to apply discipline knowledge and understanding to real business problems with initiative and self-direction.
Related PLO Documents View the Undergraduate Honours PLOs (pdf)
Knowledge You should be able to identify and apply current knowledge of disciplinary or interdisciplinary theory and professional practice to business in local and global environments.
Critical thinking and problem solving You should be able to identify, research and analyse complex issues and problems in business and/or management, and propose appropriate and well-justified solutions.
Written communication You should be able to produce written documents that communicate complex disciplinary ideas and information effectively for the intended audience and purpose.
Oral communication You should be able to produce oral presentations that communicate complex disciplinary ideas and information effectively for the intended audience and purpose.
Teamwork You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team’s processes and ability to achieve outcomes.
Ethical, social and environmental responsibility
  1. You should be able to identify and assess ethical, environmental and/or sustainability considerations in business decision-making and practice.
  2. You should be able to identify social and cultural implications of business.
Related PLO Documents View the Master of Philosophy PLOs (pdf)
View the Doctor of Philosophy PLOs (pdf)

UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • Critical thinking and problem solving
  • Knowledge
  • Oral communication
  • Research capability
  • Teamwork
  • Workplace skills
  • Written communication
Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • Critical thinking and problem solving
  • Knowledge
  • Oral communication
  • Workplace skills
  • Written communication
Professionals capable of ethical, self- directed practice and independent lifelong learning
  • Ethical, social and environmental responsibility
  • Workplace skills
Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • Ethical, social and environmental responsibility
  • Oral communication
  • Written communication

The Business School strongly advises you to choose a range of courses that assist your development against these PLOs and graduate capabilities, and to keep a record of your achievements as part of your portfolio. You could use these records for work or further study. For support with selecting your courses contact the UNSW Business School Student Centre.

Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.

Plagiarism

UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz

Cheating

The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.

Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website

Workload

It is expected that you will spend at least nine to ten hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of eighteen to twenty hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload

Attendance

Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.

Special Consideration

You must submit all assignments and attend all examinations scheduled for your course. You can apply for special consideration when illness or other circumstances beyond your control, interfere with your performance in a specific assessment task or tasks. Special Consideration is primarily intended to provide you with an extra opportunity to demonstrate the level of performance of which you are capable.

General information on special consideration for undergraduate and postgraduate courses can be found in the Assessment Implementation Procedure and the Current Students page.

Please note the following:

  1. Applications will not be accepted by teaching staff. The lecturer-in-charge will be automatically notified when you lodge an online application for special consideration
  2. Decisions and recommendations are only made by lecturers-in-charge (or by the Faculty Panel in the case of final exam special considerations), not by tutors
  3. Applying for special consideration does not automatically mean that you will be granted a supplementary exam or other concession
  4. Special consideration requests do not allow lecturers-in-charge to award students additional marks

Business School Protocol on requests for Special Consideration

The lecturer-in-charge will need to be satisfied on each of the following before supporting a request for special consideration:

  1. Does the medical certificate contain all relevant information? For a medical certificate to be accepted, the degree of illness and its impact on the student must be stated by the medical practitioner (severe, moderate, mild). A certificate without this will not be valid. Students should also note that only medical certificates issued after physically visiting a registered medical practitioner will be accepted. Medical certificates submitted for Special Consideration should always be requested from a registered medical practitioner that you have seen at a medical practice. Certificates obtained online or via social media may be fraudulent and if relied upon could result in a breach of the UNSW Student Code.
  2. Has the student performed satisfactorily in the other assessment items? To understand what Satisfactory Performance means in this course, please refer to the 'Formal Requirements' section in Part A of your Course Outline

Special Consideration and the Final Exam in undergraduate and postgraduate courses

Applications for special consideration in relation to the final exam are considered by a Business School Faculty panel to which lecturers-in-charge provide their recommendations for each request. If the Faculty panel grants a special consideration request, this will entitle the student to sit a supplementary examination. No other form of consideration will be granted. The following procedures will apply:

  1. Supplementary exams will be scheduled centrally and will be held approximately two weeks after the formal examination period.

    Supplementary exams for Semester 1, 2018 will be held during the period 14 - 21 July, 2018. Students wishing to sit a supplementary exam will need to be available during this period.

    The date for all Business School supplementary exams for Summer Term 2017/2018 is Wednesday, 21 February, 2018. If a student lodges a special consideration for the final exam, they are stating they will be available on this date. Supplementary exams will not be held at any other time.

  2. Where a student is granted a supplementary examination as a result of a request for special consideration, the student’s original exam (if completed) will be ignored and only the mark achieved in the supplementary examination will count towards the final grade. Absence from a supplementary exam without prior notification does not entitle the student to have the original exam paper marked, and may result in a zero mark for the final exam.

The Supplementary Exam Protocol for Business School students is available at: http://www.business.unsw.edu.au/suppexamprotocol

For special consideration for assessments other than the final exam refer to the ‘Assessment Section’ in your course outline.

Protocol for Viewing Final Exam Scripts

The UNSW Business School has set a protocol under which students may view their final exam script. Please check the protocol here.

Given individual schools within the Faculty may set up a local process for viewing final exam scripts, it is important that you check with your School whether they have any additional information on this process. Please note that this information might also be included in your course outline.


Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School Education Quality and support Unit (EQS)
The EQS offers academic writing, study skills and maths support specifically for Business students. Services include workshops, online resources, and individual consultations.
Level 1, Room 1033, Quadrangle Building.
bschoolconsults@unsw.edu.au
02 9385 7577 or 02 9385 4508

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
learningcentre@unsw.edu.au
02 9385 2060

Educational Support Service
Educational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
advisors@unsw.edu.au
02 9385 4734

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
itservicecentre@unsw.edu.au
02 9385 1333

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
Ground Floor, John Goodsell Building.
disabilities@unsw.edu.au
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
counselling@unsw.edu.au
02 9385 5418


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