there is an assessment details on 2.4 i guess please have a look and also i need slides for presentation
Unit code Name of unit ENT202 Corporate Entrepreneurship and Innovation Unit description Corporate entrepreneurship involves building creative and innovative behaviours into a business culture and business practice. This is a challenge for most established organisations as it is where the work of a corporate entrepreneur begins. This unit introduces students to corporate entrepreneurship. Students will learn how to develop and design initiatives, enlist support for new initiatives, determine how to assess corporate entrepreneurship performance, and propose ways to integrate innovations into an organisation. SECTION 1:GENERAL INFORMATION 1.6 Administrative details Associated higher education awards Duration Level Academic Staff Bachelor of Entrepreneurship and Innovation One Semester (14 weeks) 2 Lecturer: Dr Mary Helou Email:
[email protected] Unit Coordinator: Dr Mary Helou Email:
[email protected] Course Coordinator: Dr Fazle Rabbi Email:
[email protected] Bachelor of Accounting 1.2 Core or elective unit |X|Core subject |_|Elective subject |_|Other 1.3 Unit weighting Unit credit points: Example: 10 credit points Total course credit points: Example: 240 credit points 10 240 1.4 Student workload No. timetabled hours per week No. personal study hours per week Total workload hours per week 3 7 10 1.5 Delivery Mode Mode Details |X| Face to face On site study supported by secure access to the Learning Management System. |X| Full-time Full-time study involves 4 units per semester. 1.6Work-integrated learning activity Not Applicable 1.7 Pre-requisites and Co-requisites Are students required to have undertaken a prerequisite or co-requisite unit for this unit? |_|Yes|X|No 1.8 Other resource requirements Do students require access to specialist facilities and/or equipment for this unit (for example, special computer access, physical education equipment)? |_|Yes|X|No SECTION 2: ACADEMIC DETAILS 1. 2.1 Unit Learning Outcomes (ULO) On successful completion of this unit students will be able to: a. Outline the role of the corporate entrepreneur. b. Analyse and interpret the innovation challenges within an organisation. c. Outline initiatives to address organisational challenges for business innovation. d. Develop strategies to ensure the continued effectiveness of business innovations. 2.2 Topics included in the unit. Week Topic Prescribed Reading Assessment Timing 1 The Entrepreneurial Imperative for Existing Businesses. Morris, M.H., Kuratko, D.F., & Covin, J.G. (2011). Corporate Entrepreneurship & Innovation (3rd ed.). Ohio, Mason: South-Western Cengage Learning. Chapter 1 - The new entrepreneurial imperative Link to Foundation Study: ENT101 Mazzarol, T., (2011). Entrepreneurship and Innovation: Readings and Case Studies. Tilde University Press. Chapter 4 – Intrapreneurship Chapter 6 - Adoption and diffusion of innovation 2 Corporate Entrepreneurship. Morris, et al., (2011). Chapter 2 - The unique nature of corporate entrepreneurship 3 Entrepreneurial Intensities. Morris, et al., (2011). Chapter 3 - Level of entrepreneurship in organisations 4 Types of Corporate Entrepreneurship. Morris, et al., (2011). Chapter 4 - The forms of corporate entrepreneurship Assessment 1 (Case Study Analysis) 5 Corporate Entrepreneurship in Other Sectors. Morris, et al., (2011). Chapter 5 - Entrepreneurship in other contexts 6 Mid-semester break 7 People. Morris, et al., (2011). Chapter 6 - Human resources in entrepreneurial organisations: The creative Individual 8 Organisations and Innovation. Morris, et al., (2011). Chapter 7 - Human resources in entrepreneurial organisations: The organisational perspective Assessment 2 (Case Study Proposal) 9 Strategy. Morris, et al., (2011). Chapter 8 - Corporate strategy and entrepreneurship 10 Re/structuring. Morris, et al., (2011). Chapter 9 - Structuring the company for entrepreneurship Assessment 3 (Plan) 11 Cultural Change. Morris, et al., (2011). Chapter 10 - Developing and entrepreneurial culture Assessment 3 (Presentation) 12 Leadership. Presentations. Morris, et al., (2011). Chapter 12 - Leading the entrepreneurial organisation 13 Presentations. Revision and Consolidation. No Final Examination 2.3 Assessment Summary Type When assessed Weighting ULO cross reference Assessment 1: Case Study Analysis (Individual) Students are required to analyse a case study (800 words). Week 4 30% a, b & c Assessment 2: Case Study Proposal* (Individual) Students will build on their analysis from assessment one, developing an 800-word proposal for the innovation proposed. Week 8 30% a, b & c Assessment 3: Development Plan and Presentation* (Individual) Students are required to develop a plan for the development of and long-term support of a culture of innovation in the organisation from which the case study is drawn (1000 words). They will be required to prepare and present a 15-minute oral presentation. Weeks 10 &11 40% 10% presentation 30% development plan** b, c & d *The nature and sequencing of these assessment tasks are intended to mimic the process of corporate entrepreneurial activity. **The development plan involves extensive analysis and will be lengthy. It is allocated 30% for its 1500-word limit so lifts the overall weighting for this assessment to 40% 2.4 Assessment Detail Assessment 1: Case Study Analysis* (Individual) - report (800 words) Students are required to analyse the case of Corporate Entrepreneurship and Innovation at Google, Inc. The case study is available at this link: Corporate Entrepreneurship and Innovation at Google, Inc Assessment 2: Case Study Proposal (Individual) - report (800 words) This is an extension of Assessment 1. You now need to adopt lessons from the case study and implement them in your existing business (real or hypothetical, although the preference is on a real organisation) by asking the following questions: Is corporate entrepreneurship defined at all in the company? How is it defined? How long has the firm been engaged in efforts to become more entrepreneurial? What challenges have you encountered along the way? How did you solve them, and how do you currently continue to work on them? Assessment 3: Development Plan and Presentation (Individual) Students are required to develop a plan for the development of and long-term support of a culture of innovation in the organisation from which the case study is drawn (1000 words). Students are required to prepare and deliver a 5-minute presentation, while providing a copy of their presentation slides at the beginning of their presentation. Consider the following scenario while preparing the development plan and presentation: In general, there is now increasing competition in markets on a global scale. In order to be competitive, organizations must innovate to respond quickly to market needs. Currently, when the topic of innovation is addressed, there are several pertinent questions that many SME managers ask, such as: Why are not all organizations entrepreneurial? Why are not all entrepreneurship initiatives successful? Why successful formulas do not apply equally in all organizations? What does it mean by culture of innovation? 2.5 Prescribed and recommended reading Prescribed Texts Morris, M.H., Kuratko, D.F. & Covin, J.G. (2011). Corporate Entrepreneurship & Innovation (3rd ed.). Mason, Ohio: South-Western Cengage Learning. Recommended Reading Burns, P. (2012). Corporate Entrepreneurship: Innovation and Strategy in Large Organizations (3rd ed.). Palgrave Macmillan. Journals Atiq, M., & Karatas-Ozkan, M. (2013). Sustainable Corporate Entrepreneurship from A Strategic Corporate Social Responsibility Perspective: Current Research and Future Opportunities. International Journal of Entrepreneurship and Innovation, 14(1), 5-14. Belousova, O., & Gailly, B. (2013). Corporate Entrepreneurship in a Dispersed Setting: Actors, Behaviours, and Process. International Entrepreneurship and Management Journal, 9(3), 361-377. Dess, G.G., Ireland, R.D., Zahra, S.A., Floyd, S.W. Janney, J. J., & Lane, P.J. (2003). Emerging Issues in Corporate Entrepreneurship.Journal of Management, 29(3), 351-378. Hornsby, J., Peña-legazkue, I., & Guerrero, M. (2013). Guest Editorial: The Role of Corporate Entrepreneurship in the Current Organizational and Economic Landscape. International Entrepreneurship and Management Journal, 9(3), 295-305. Hornsby, J.S., Kuratko, D.F., Holt, D.T., & Wales, W.J. (2013). Assessing a Measurement of Organizational Preparedness for Corporate Entrepreneurship. The Journal of Product Innovation Management, 30(5), 937. Karacaoglu, K., Bayrakdaroglu, A., & San, F.B. (2013). The Impact of Corporate Entrepreneurship on Firms' Financial Performance: Evidence from Istanbul Stock Exchange Firms. International Business Research, 6(1), 163-175. Kuratko, D.F., & Audretsch, D.B. (2013). Clarifying the Domains of Corporate Entrepreneurship. International Entrepreneurship and Management Journal, 9(3), 323-335. Shepherd, D.A., Haynie, J.M., & Patzelt, H. (2013). Project Failures Arising from Corporate Entrepreneurship: Impact of Multiple Project Failures on Employees' Accumulated Emotions, Learning, and Motivation. The Journal of Product Innovation Management, 30(5), 880. 2.6 Grade descriptions Grade Level /Quality of work Code Range High Distinction (outstanding performance) HD 85% and above Distinction (very high level of performance) D 75-84% Credit (high level of performance) C 65-74% Pass (competent level of performance) P 50-64% Fail F below 50% 2.7 Academic misconduct – plagiarism, collusion and cheating. Crown Institute of Higher Education upholds the principle that academic integrity relies on the application of honesty in all scholarly endeavour. Students of CIHE will conduct themselves in their academic studies honestly and ethically and are expected to carefully acknowledge the work of others in all their academic activities. 2.7.1 Types of academic misconduct Academic misconduct involves cheating, collusion, plagiarism or any other conduct that deliberately or inadvertently claims ownership of an idea or concept without acknowledging the source of the information. This includes any form of activity that negates the academic integrity of the student or another student and/or their work. Plagiarism occurs when students fail to acknowledge that the ideas of others are being used. Specifically, it occurs when: a. Other people’s work and/or ideas are paraphrased and presented without a reference. b. Other students’ work is copied or partly copied. c. Other people’s designs, codes or images are presented as the student’s own work. d. Phrases and passages are used verbatim without quotation marks and/or without a reference to the author or source. e. Lecture notes are reproduced without due acknowledgement. Cheating occurs when a student seeks to obtain an unfair advantage in an examination or in other written or practical work required to be submitted or completed for assessment. Collusion (unauthorized collaboration) involves working with others without permission to produce work which is then presented as work completed independently by the student. Collusion is a form of plagiarism. Students should not knowingly allow their work to be copied. Students should be familiar with the Student Academic Integrity and Honesty Policy available on the CIHE website. 2.7.2 Avoiding academic misconduct and referencing style. CIHE follows the APA style of referencing. Students may seek support from library and academic staff on avoiding academic misconduct and appropriate referencing. 2.8 Submission of assessment items Students are required to submit assessment items at the time and date specified in this Unit Outline. Assessment items submitted after the due date will be subject to a penalty unless the student has been given prior approval in writing for an extension of time to submit that item. 2.8.1 Penalties for late submission An assessment item submitted after the assessment due date, without an approved extension or without approved mitigating circumstances, will be penalized. The standard penalty is the reduction of the mark allocated to the assessment item by 10% of the total mark applicable for the assessment item, for each day or part day that the item is late. Assessment items submitted more than ten days after the assessment due date are awarded zero marks. 2.8.2 Extensions Extensions to assignment deadlines (not including exams) based on mitigating circumstances shall be at the discretion of the Lecturer for a unit. Mitigating circumstances are circumstances outside of the student's control that have had an adverse effect on the student's work or ability to work. Extensions of up to three days are permissible. Students must email or otherwise write to the Lecturer prior to the due date for an assessment item. The student must produce a copy of their work to date for the assessment, demonstrating that they have commenced work. 2.8.3 Special consideration Students requiring extensions in excess of 3 days must apply for special consideration. Students must apply in writing with supporting documentation to the Course Coordinator for special consideration within three days of the due date of the assessment item or exam (or the extended due date if an extension has been granted). 2.8.4 Reasonable adjustment Students with a disability may request reasonable adjustment to an assessment task to accommodate their disability. Adjustments to assessment must consider the special characteristics of the student. Any adjustments made must be ‘reasonable’ so that they do not impose an unjustifiable hardship upon CIHE. A request for reasonable adjustment is made by the student in writing to the Course Coordinator for the unit of study affected. 2.8.5 Resubmission Where a student has completed all assessment tasks and marginally fails a unit of study (i.e., has achieved a score of 46-49%) the Course Coordinator may recommend that the student be offered the option of completing additional assessable work which, if completed at the prescribed standard, will result in the student passing the unit. The grade awarded after the additional assessment is finalized is limited to P or F. If the student does not take up the opportunity to complete additional assessment work the grade remains as an F.