Course Handbook and Syllabus Unitec BSNS 5391 Innovation and Entrepreneurship

Course Handbook
BSNS 5391 Innovation & Entrepreneurship
Faculty of Creative Industries and Business
Department of Management and Marketing (DoMM)
Bachelor of Business
(Ver 3.1)
NOTICE
Books, 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

TOC
TABLE OF CONTENTS
1. Executive summary ......................................................................................... 1

2. Introduction ....................................................................................................3
3. Course tutor ................................................................................................... 6
4. Course descriptor ........................................................................................... 7
5. Learning resources ....................................................................................... 10
6. Topics, content and reading schedule .......................................................... 12
7. Workload overview and assignment sequence ............................................... 15
8. Learning model and teaching philosophy ...................................................... 17
9. Contact sessions: Studios and conduct ......................................................... 20
10. Assessment policy ........................................................................................ 21
11. House style: written and oral communication standards ............................... 24
12. Agenda and course material for studio 1 ...................................................... 28
13. Lecture slides for Studio 1: Creating a winning enterprise ............................ 38
14. Agenda and course material for studio 2 ...................................................... 49
15. Agenda and course material for future studios ............................................. 53
16. Assignment ONE: case analysis of a new venture .......................................... 54
17. Assignment TWO: Group project ................................................................... 66
18. Assignment THREE: Professional learning agenda (PLA) ................................ 74
19. Assignment FOUR: Final test ....................................................................... 100
20. Bibliography ............................................................................................... 111
21. General information about Unitec courses .................................................. 118
22. Quick guide to online enrolment ................................................................. 131
23. Amendments and suggestions for course improvements ............................ 133
24. Passwords and access codes ....................................................................... 134
25. Semester-specific calendar and dates ......................................................... 135

TOC Page 1
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.
Purpose
The 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 course

Schedules for reading, personal study, workload, and assignments
The learning resources required for perusal by student, including texts,
lecture notes, on-line resources, and web-based learning support systems
The assignments that help students focus and demonstrate their learning
Agendas for the first few weeks of class, including materials relevant for
preparing for those classes
Specific activities that should be scheduled immediately for starting course
assignments and the course ‘learning adventure’.
Unique features
The 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 concurrently
Requirement to write a regular personal journal (blog) culminating in a
reflective essay and a strengths-based Professional Learning Agenda
An 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.

TOC Page 2
Recommendations for immediate action

Read the Course Handbook Introduction, Section 2
Skim 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 12
Skim 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 Handbook

Note 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.

TOC Page 3
2. Introduction
Kia 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.

TOC Page 4
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.

TOC Page 5
BIG
BUSINESS
BSNS 5391
Innovation &
Entrepreneurship
small new
business
venture

TOC Page 6
3. Course tutor
Peter J MELLALIEU, PhD, BTech(Hons), MPubPol, DipIwiEnvMgt

StrengthsQuest Talents: Strategy. Learner. Ideation. Activation. Intellection. [Input]
Mihi as silk-weavers in a north-east French

village, Malaloy (Nancy).
Ko Tongariro te maunga
Ko Waikato te awa Returning to the Manawatu in 1987,
Peter commenced his tertiary academic
Ko Huguenot te iwi career at Massey University. In 2000,
Ko Geering te rangatira he organised a conference on the
theme ‘strategies for sustainability and
Ko Mellalieu te hap!
success’ in which he engaged thought
Ko Pukawa te marae leader theologian Sir Lloyd Geering as
Ko Boeing te waka keynote speaker. This conference lead
to his current research interests in
Ko Kaiako Jean-Pierre ahau education for sustainability, eco-
innovation, eco-enterprise, and eco-
About
magination.
Associate Professor Peter MELLALIEU
He spends many happy hours walking,
teaches innovation, strategic thinking,
sailing, singing, and skiing with family,
new venture development, and
friends, and learning partners around
sustainable development and at Unitec
Tongariro, Taupo, and Auckland.
Institute of Technology, Auckland.
Contact
Having emigrated from the United
Kingdom in the mid-1960s, Peter grew Department of Management and
up in the Waikato, later studying Marketing
biotechnology and industrial
engineering management at Massey Faculty of Creative Industries &
University (Manawatu). Business
Unitec Institute of Technology
After university graduation he worked
in Wellington as an industrial scientist Office: 172 – 3020
implementing novel Decision Support Mobile: 021 42 0118 (Preferred)
Systems for long-range strategic
Phone: 815 4321 Extension 8108
development in several agribusiness
sectors including the Waikato dairy Email: pmellalieu@unitec.ac.nz
industry. Later, Peter worked in Website: http://nz.linkedin.com/
Belgium in an entrepreneurial new in/petermellalieu
venture information technology (CAD/
CAM) systems company. The Flanders- Journal: http://pogus.tumblr.com
based company was located near his Office Hours: By appointment.
family’s 17th century Huguenot roots

TOC Page 7
4. Course descriptor
Course Title: Innovation and Entrepreneurship
Course number: BSNS 5391
Level: 5
Credits: 15
Main programme: Bachelor of Business
Pre-requisites: None
Co-requisites: None
Restrictions: APMG 5391
Compulsory/elective: Compulsory (Management and
Marketing)
Learning time
Lecturer 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 aim
To 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 interests
LO 3: Identify the characteristics for an effective new venture team
LO 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 toolkit
LO 8: Discuss the context for entrepreneurship in New Zealand

TOC Page 8
Topics/Content outline
For 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 team
Entrepreneurial 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 entrepreneurs
Small business tools
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.

TOC Page 9
Assessment
Weighting ID Nature of assessment Learning
outcomes
15 ONE An individual case analysis of a new venture in New 1, 4, 5, 8
Zealand
Part (a) Case study (In-progress)
Part (b) Case Study (Final)
40 TWO A group assessed project based on a field trip, case 3-8
investigation, or SIFE project
Part (a) Workshop delivery
Part (b) Multi-media resource
Part (c ) Test questions and model answers
25 THREE Professional learning agenda and reflective journal 2, 3, 7
Part (a) StrengthsQuest assessment
Part (b) Professional learning agenda (In-Progress) and
journal
Part (c ) Professional learning agenda (Final) and
reflective essay
20 FOUR Test. Open book. Secure. ALL
100
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 approaches

Case 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 outcomes

The course focusses on developing the following academic literacies that you will
use elsewhere through your academic studies:
ALO 1: General Academic skills - learning, listening, participating

ALO 2: Journaling, blogging and reflective writing
ALO 3: Collaborative learning and working in teams
ALO 4: Academic writing for case analysis reports; Critical analysis
ALO 5: Advanced learning processes

TOC P a g e 10
5. Learning resources
Course handbooks and selected readings

Printed copies available from the Unitec Copy Centre
Mellalieu, Peter J. (2011) Course Handbook BSNS 5391 Innovation &

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

Department of Management and Marketing, Auckland: Unitec Institute of
Technology.
Prescribed texts
Frederick, 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 text
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 Prentice Hall.
Reference texts
Bolton, 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.

TOC P a g e 11
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 resources
Students are required to:
Access and use the StrengthsQuest site http://www.strengthsquest.com

Access 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
assignments
Use a citation management system such as Endnote or Zotero to manage
their database of reading. See http://www.zotero.org
Use Unitec library - all prescribed texts and reference texts are placed on
course reserve.
Use Unitec Library databases online
Visit 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

TOC P a g e 12
6. Topics, content and reading schedule
Week/ Assignment
Agenda Reading
Studio Due
LO 1 (a): Explore the nature of

innovation, entrepreneurship, Course handbook
and new venture development
• Introduction: Creating a winning Frederick & Kuratko (F&K)
enterprise Preface, Forward
• Definitions of key concepts
• Overview of course handbook F&K Ch 1
• Introduction to strengths-based Entrepreneurship:
professional development evolution & revolution
• Introduction to StrengthsQuest
1 assessment instrument (Ass 3) Bolton & Thompson
ALO 1 (2003) Ch 1: The
• Academic skills - learning, entrepreneur in focus
listening, participating
ALO 2 (a) Turner et al Ch 1:
• Journaling, blogging and Thinking about learning
reflective writing (Ass 3)
ALO 3 (a): Collaborative Turner Ch 2: Listening
learning and participating
• Application for New Venture
Team Project (Ass 2)
LO 1 (b): Explore the nature of
innovation, entrepreneurship,
and enterprise F&K Ch 16
• Wealth creation, high-growth Entrepreneurship within
versus life-style business [large] organisations
• Innovation and
entrepreneurship within Rath: Strengthsfinder 2:0:
corporate and large The next generation; Part
2 organisations I. Ass 3 a
• Establishment of New Venture
Innovation Teams for Turner Ch 6: Reflective
Assignment 2 writing
ALO 4 (a):
• Case study analysis: Turner Ch 3: Reading for
Introduction to Assignment 1 Academic purposes
ALO 2 (b):
• Reflective writing

TOC P a g e 13
Week/ Assignment
Agenda Reading
Studio Due
Bolton & Thompson

(2004, 2nd ed) Ch 2:
LO 2: Identify and contrast the Identifying the
characteristics of the entrepreneur
entrepreneur with their own
talents, strengths, and interests F&K Ch 2 The entre-
• The ‘strengths-based’ approach preneurial mind-set
to personal and professional Ass 1 a
3
development, self-assessment, Turner et al Ch. 7: Doing
• Characteristics of case studies
entrepreneurial leadership
Turner Appendix D: Case
ALO 4 (b): Academic writing for study exercise
case analysis reports
Turner Ch 4: Basic
academic writing skills
Quinn et al, Ch. 8: The
LO 3: Identify the innovator role
characteristics for an effective
new venture team Turner Ch 8:
• Creative, lateral, and critical Collaborative learning
thinking
• Entrepreneurial and new venture DiPadova: The ALAPA
4 teams, team leadership and team learning process model
dynamics in creative contexts
Turner Ch 5: Further
ALO 3 (b): Collaborative academic skills: working
learning on an assignment
ALO 5: Learning process models
LO 4: Discuss the ethical

F&K Ch 3 (Eco)
implications of decisions made
Environment and
by entrepreneurs and
economy
innovators
• Eco-innovation, eco- F&K Ch 4 Ethical,
5 entrepreneurship, and
environmental, social
sustainable development
entrepreneurship
• Ethical models and dilemmas
• Value systems – Asia, Maori, Turner Ch 9
European, stakeholder
Presentations
assessment
Ass 1b
Field trip/Visit to class by Kawasaki: The Art of the
6
innovator-entrepreneur Start
Ass 3b

TOC P a g e 14
Week/ Assignment
Agenda Reading
Studio Due
LO 8: Discuss the context for

entrepreneurship in New
F&K Ch. 14 Global
Zealand
opportunities
• New Zealand entrepreneurship
location advantages and
7 F&K Ch 3 (Eco) Ass 2a
disadvantages,
Environment and the
• Cultural diversity as an economy,
advantage,
• Government policy and support
mechanisms.
LO 5 (a): Discuss the processes
Ass 2b and
of innovation and
F&K Ch 5 Innovation Ass 2c are due
entrepreneurship
8 within 7 days
• Process of innovation and F&K Ch 6 Pathways of presenting
entrepreneurship
Ass 2a
• Alternative process models
F&K Ch 9 Assessment
LO 6: Discuss the business and commercialisation
opportunity identification and
9 screening process F&K Ch 10 Marketing
• Creativity, ideas, and
opportunity recognition, Quinn et al, Ch. 8: The
innovator role
LO 7: Identify and apply the
tools that entrepreneurs should
F&K Ch 12 Business plan
collect for their personal toolkit
10 • Growth focus, investors’ F&K Ch 13 Growth
mindset and interests,
• Cashflow drivers and wealth
• Tools used by entrepreneurs
• Small business tools
tools that entrepreneurs should F&K Ch 7 Legal
(Continued) F&K Ch 8 Finance
11 • Growth focus, investors’
mindset and interests, Smith & Smith
• Cashflow drivers and wealth Entrepreneurial Finance
• Test briefing
12 • Rehearsal for test Ass 3c
• Future studies
13 Break for study
14-15 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.

TOC P a g e 15
7. Workload overview and assignment sequence

The 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 1a 1b
1c
Ass 2 2a 2b 2c
(2b and 2c must be submitted

within 7 days of presenting 2a)
Ass 3 3a 3b 3c
Ass 4 Test preparation 4
Studio
attend-
ance
Other
activities
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.

TOC P a g e 16
Break down of assignment weight, workload and sub-component weight

Assignment Week Due Weight Net Net Out Work
Wt/ Wt/ of hours
Assign Course
ment
1 Case analysis 15 100 15 20
1a Case study (In- Week 3 20 3 100 5

progress)
1b Case Study (Final) Week 6 60 9 100 15
1c Writing quality Week 6 20 3 30
2 Group Project 40 100 40 35
2a Workshop Weekly, 50 20 100 25

presentation from Week 6
2b Multi-media 7 days after 25 10 100 5

resource presentation
2c Test questions and 7 days after 25 10 100 5

model answers presentation
3 Learning agenda 25 100 25 25
3a StrengthsQuest Week 2 25 6.25 100 5

assessment
3b Professional Week 6 25 6.25 100 10

learning agenda
(PLA) (In-Progress)
and journal
3c PLA (Final) and Week 12 50 12.5 100 10

reflective essay
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.

TOC P a g e 17
8. Learning model and teaching philosophy

In 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 model

Each 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.

TOC P a g e 18
(Quinn et al, 2006, Ch 1: Organising the Learning Process; DiPadova 1996, p. 8).
Improving our teaching and learning environment

On 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),

TOC P a g e 19
Figure 4.1: Traditional learning process
Figure 4.2: Learning process augmented with observation, reflection, and

generalisation of learning for future practice

TOC P a g e 20
9. Contact sessions: Studios and conduct

Your 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.

TOC P a g e 21
10. Assessment policy

We 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 I reward excellence!
students to access other scholarly
and professional textbooks and
I reward outrageous
journal articles based upon quality failure!!
research and thinking. I expect But I do not reward
you to extend beyond the course
textbook and a simple-minded mediocrity!!!
Google search. Use Google Peter Mellalieu
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 assessments

Latest 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.

TOC P a g e 22
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+ Assignment
Many 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.

TOC P a g e 23
Fairness in marking - team presentations

Students 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 turnitin

As 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

TOC P a g e 24
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.

TOC P a g e 25
Professional Language: Six-Trait Method for Evaluating Writing Quality
Trait High / 4 - 5 Middle /2 - 3 Low /0 - 1 Mark
Ideas and Focussed, succinct, Some really good Just beginning to

content specific. The ideas and parts. Some parts figure out what
topic keep the reader’s not there yet. you want to say
attention
Word choice Extremely succinct, Correct but not Confusing. The

visual, and accurate. striking. The reader is often
You picked the correct words get the asking “What did
words for the correct message across, you mean by this?”
places. Choice of but don’t capture
Global English word the reader’s
attention.
Grammatical Mostly correct. There About halfway Editing not under

conventions are few errors in the there. Several control yet. It
paper. Global English bothersome would take a first
applied. mistakes need reading to decode,
cleaning up. and a second
reading to get the
message.
Organisation Clear and compelling. Some really Not shaped yet.

You have chosen an smooth parts. The order of the
order that works well Other parts need paper is jumbled
and makes the reader work. The order and confused.
want to find out what makes sense most
comes next. of the time.
Voice Individual and Individuality fades Not “you” yet. You

powerful. The paper in and out. What don’t know what
has personality and you truly think and you truly think or
sounds different from feel shows up only feel yet.
the way anyone else sometimes.
writes.
Sentence Varied and natural. Routine and Paper needs work

fluency The sentences in your functional. Some because there isn’t
paper are delightful to sentences are enough sentence
read out loud. choppy and sense yet.
awkward, but most
are clear.
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

TOC P a g e 26
Writing resources
Examine 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!.h
tml.
*** 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/

TOC P a g e 27
References
Haswell, 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.

TOC P a g e 28
12. Agenda and course material for studio 1
Aim
LO 1 (a): Explore the nature of innovation, entrepreneurship, and new venture
development
Key topics
Introduction: Creating a winning enterprise
Class operating principles, values and guidelines. Learning from ‘outrageous
failure’ in the pursuit of innovation and creativity
Safety, health, and risk management of class activities
Definitions of key concepts - innovation, invention, creativity,
entrepreneurship, leadership, and new venture development
Overview of Course Handbook, Selected Readings, and Course Textbook
Introduction to Assignment 3: strengths-based professional development
and the StrengthsQuest assessment instrument
Introduction to Assignment 2: New Venture Team Project; Application for
New Venture Team Project
Journaling, blogging and reflective writing (A component of Assignment 3)
Preparation
Prepare 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.

TOC P a g e 29
Read the Course Descriptor, Reading Schedule for this course

Complete the form Template 2: A Picture of Excellence, in Assignment
THREE: TEMPLATES
Acquire the course text book, Frederick
and Kuratko. Read the text’s Foreword (by Science is not the
Australia Zoo owner, Teri Irwin) and
Preface. Gain familiarity with the content,
scarce resource. The
structure and aims of the text by: scarce resource is
• Examine the textbook table of contents. entrepreneurship.
• Browse through to the start of each Geoffrey Moore
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.pdf
This 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.

TOC P a g e 30
Course agenda for studio 1

ID Agenda Start Dur/ End Ref
min
1 Introduction & welcome 0 15 15

• Agenda overview
• Mihi/About the tutor
• Class operating principles, values and
guidelines
• Safety, health, and risk management
2 Class health - start of studio 15 10 25

• Csikszentmihalian flowmeter
3 Mini-lecture: Creating a winning enterprise 25 20 45

• 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
4 Briefing for post-break activities 45 5 50

• Explain New Venture Team Application
forms
• Formation of prototype New Venture
teams
5 Break A 50 10 60
6 Overview of Course handbook: Exec 60 15 75

Summary
Preliminary ‘glance’ at Assignment
Portfolio
7 Introduction to Assignment 3: Professional 75 15 90

Learning Agenda
• Introduction to strengths-based
professional development
• Introduction to StrengthsQuest (SQ)
assessment instrument
8 Question time 90 10 100
9 Briefing for post-break exercise 100 10 110
10 Break B 110 10 120

TOC P a g e 31
ID Agenda Start Dur/ End Ref

min
11 EXERCISE: Class building. In groups of five 120 15 135

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
12 Report back from groups 135 15 150
13 Preparation for the next few weeks of 150 15 165

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’
14 Class health - conclusion of studio 165 5 170 Course

• Csikszentmihalian flowmeter book
15 Conclusion 170 0 170
16 End 170

TOC P a g e 32
New Venture Application for Team Assignment

Team Allocated (Office use
only)
Preferred and Personal
Names
FAMILY 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 English, Maori, Mandarin, Canton, Hindi,

(State) Spanish, German, French
Countries in which dwelt NZ ( ) China ( ) India ( ) Germany ( ) Sweden ( ) etc
and/or worked (Enter years
in brackets)
I suspect my strongest ( ) Relating— interpersonal bonding and connecting

contributions to a New ( ) Impacting — impact or influence lives of others
Venture Team will be (Rank ( ) Striving— motivate and generate energy
1=top, 4 = least) ( ) 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 Mon Tue Wed Thur Fri Sat Sun

ABSOLUTELY NOT available
for team meetings at these
times

TOC P a g e 33
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)

TOC P a g e 34
Defining your Csikszentmihalyian state

Emotion Value Definition
In flow Performing vigorously and enthusiastically.

5 Operating in the zone of our ‘peak performance’
where our skills just match the challenges presented.
In
control The power to influence or direct [strongly] one’s
4
behavior or the course of events.
Excited
Excited or provoked to a feeling of anger or strong
3
emotions. Aroused to action.
Relaxed
2 Free from tension and anxiety.
Apathy
-2 Lack of interest, enthusiasm, or concern.
Boredom
Weary because one is unoccupied or lacks interest in
-3
one's current activity.
Worry
Give way to unease; allow one's mind to dwell on
-4
difficulty, uncertainty, or troubles
Anxiety
Nervousness, or unease, typically about an imminent
-5
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.

TOC P a g e 35
My Weekly Csikszentmihalian Flow Record

Each 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
S
In flow
5
F
S
In control 4
F
S
Excited 3
F
S
Relaxed 2
F
S
Apathy -2
F
S
Boredom -3
F
S
Worry -4
F
S
Anxiety -5
F

TOC P a g e 36
StrengthsQuest™ Access Code

and Instructions
Download the StrengthsQuest User Guide from
http://www.strengthsquest.com/content/File/144872/
StrengthsQuest_User_Guide.pdf
This 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:
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
strengthsquesthelp@gallup.com.
*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.

TOC P a g e 37
Instruction
Navigating the StrengthsQuest™ Web Site

New ID Code Registration Here’s what each main link has to offer:
1. Go to www.strengthsquest.com. STRENGTHS
2. Click on “New Users” or “Sign In.” t Access your brief and complete theme reports.
3. Enter Access Code. t Print your action items.
4. (If you have a problem signing in, call the
t View descriptions of all 34 themes.
StrengthsQuest Help Desk at 1-888-211-4049, or
e-mail strengthsquesthelp@gallup.com.) t Customize your own certificates, door hangers, and
5. Complete all of the fields on the “StrengthsQuest postcards.
Registration” page and click Continue. t Strengths Discovery (2.0) Report.
6. Choose a screen name (required) and an avatar t E-mail your top five.
(optional) and click Register.
7. Take the Clifton StrengthsFinder: Allow 45 minutes.
If you lose your connection, sign in again; you will
automatically be returned to where you left off. 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.
COMMUNITY
t Join or create a strengths community.
t Create, read, and respond to posts on the Discussion
Forum page.
DEVELOPMENT
t Curriculum and resources for educators.
ONLINE BOOK
Your StrengthsQuest Web Site

TM t Read the book online.
t Print sections of the book by chapter.
To access your personalized StrengthsQuest Web site, go to
www.strengthsquest.com. In the “Returning Users” section, log
t Download and print a PDF of the abridged version
(without action items).
in with the username and password you registered with.
JOURNAL
Problems signing in? Call the StrengthsQuest Help Desk at
1-888-211-4049 or e-mail t Start your personal online strengths journal.
strengthsquesthelp@gallup.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.

TOC P a g e 38
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

Who wants to be
part of a winning
Creating a winning enterprise enterprise?
Your place in the entrepreneurial process
Peter J MELLALIEU
1 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
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.
7 8
a partial model
9 10
11 12
?
Source: http://brainz.org/media/uploads/
2009/02/3237757930_5393324981_m.jpg
13 14
Biomimicry Sources of
entrepreneurial opportunities
Opportunity source Scope Example
New knowledge Biomimicry Velcro
Climate change Green consumersim Eco-kettle
Second-hand clothing;
Economy Fashion
Re-created clothing
War, migration, medical Home help for DINKS and
Demographic change
technology elderly
What if we could invent a
Why? What if? ... do people smoke?
safe substitute
Risk into opportunity Living on a volcano Adventure tourism

Source: http://brainz.org/media/uploads/
Source: Mellalieu; Frederick & Kuratko (2010); Drucker, (1985)
2009/02/3237757930_5393324981_m.jpg
15 16
Eco-maginative responses
to climate change
http://www.ecokettle.com/
17 18
Growing an enterprise that succeeds Growing an enterprise that succeeds
19 20
Overcome obstacles
21 22
23 24
Why create an enterprise?
25 26
Profit is the MEANS through which an

Why create an enterprise? enterprise achieves its OBJECTIVES
27 28
the complete model
29 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
Contact
The Art of the start
Peter J MELLALIEU
Auckland, New Zealand
pmellalieu@unitec.ac.nz
http://unitec.ac.nz
33 34
Further reading Other sources

• Bolton, B., & Thompson, J. (2003). The Entrepreneur in Focus. London: • Biomimicry - burrs and velcro. (n.d.). . Retrieved from http://
Thomson. Retrieved from http://books.google.com/books? media.brainz.org/uploads/2009/02/3237757930_5393324981_m.jpg
id=KxTN68uZKGkC&printsec=copyright&dq=book+bolton+thompson
+the+entrepreneur+in+focus#PPR5,M1 ! • Extreme Backpackers, Turangi - Peter Mellalieu
• Bolton, B., & Thompson, J. (2004). Entrepreneurs: Talent, temperament, • Multimedia – Album – Sir Richard Branson | Virgin Galactic. (n.d.). .
technique (2nd ed.). Oxford: Butterworth Heinemann. !Frederick, H., & Retrieved March 10, 2010, from http://www.virgingalactic.com/
Kuratko, D. F. (2010). Entrepreneurship: Theory, Process, Practice (Asia- multimedia/album/sir-richard-branson/ Velcro Hooks.jpg -
Pacific Edition) (2nd ed.). Melbourne: Cengage Learning. ! Wikipedia, the free encyclopedia. (n.d.). . Retrieved March 10, 2010,
from http://en.wikipedia.org/wiki/File:Velcro_Hooks.jpg
• Kawasaki, G. (n.d.). Art of the Start - website. Retrieved September 30, 2009,
from http://www.guykawasaki.com/books/art-of-the-start.shtml • The 15 Coolest Cases of Biomimicry. (n.d.). Retrieved March 10, 2010,
from http://brainz.org/15-coolest-cases-biomimicry/
• Quotes by Richard Branson. (n.d.). Retrieved March 9, 2010, from http://
www.gaia.com/quotes/richard_branson • Eco-kettle -
35 36
Technical note
• Sound recording: Samson H4n digital

recorder
• Sound mixing: Apple Garageband
• Presentation: Apple iWorks Keynote
• http://teach.myndsurfers.org.nz
37
TOC P a g e 49
14. Agenda and course material for studio 2
Aim
LO 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 here
Review 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

TOC P a g e 50
Course agenda for studio 2
Item Start Dur/ End Ref

min
1 Welcome and agenda overview 0 5 5
2 Class health - start of class 5 5 10 Course

• Csikszentmihalian stressometer book
3 Discussion, questions and tests arising 10 15 25 See

from previous weeks’ text and reading: Reading
Lecture: F&K Ch 1: Entrepreneurship Schedule
evolution and revolution
4 Introduction to Assignment 2: New 25 15 40 See

Venture Team Project Reading
Schedule
5 Briefing for experiential exercise 40 10 50
6 Break A 50 10 60
7 Experiential exercise: The Art of the Start 60 25 85
Recruit and launch a New Venture

‘Winning Team’ for Assignment 2. Base
your recruitment on the principles of
strengths-based development
8 Review of exercise 85 25 110
9 Break B 110 10 120
10 Review of text and readings for this week: 120 15 135

F&K Ch. 2.
Definitions of key concepts - innovation,
entrepreneurship, and new venture
development:
11 Video: It’s up to me (Bolton & Thompson) 135 15 150
12 Follow-up activities before next class 150 5 155 See

• Prepare to Submit Assignment 1a Reading
Schedule
13 Class health - end of class 155 5 160 Course

• Csikszentmihalian stressometer; book
• Suggestions for class improvement

TOC P a g e 51
REFERENCE
StrengthsQuest TM
CARD W W W . S T RE N G T H S Q U E S T . C O M
ACHIEVER People especially talented in the Achiever theme have a great deal of stamina and work hard.
They 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. They are often impatient.
ADAPTABILITY People especially talented in the Adaptability theme prefer to “go with the flow.” They 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. They have the
ability to think about all the factors that might affect a situation.
ARRANGER People especially talented in the Arranger theme can organize, but they also have a flexibility
that complements this ability. They 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. They 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. They are good conversationalists and presenters.
COMPETITION People especially talented in the Competition theme measure their progress against the
performance of others. They 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.
They 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. They 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.
They 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. They anticipate the obstacles.
DEVELOPER People especially talented in the Developer theme recognize and cultivate the potential in others.
They 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.
Their 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.
Copyright © 2000 The Gallup Organization, Princeton, NJ. All rights reserved. Gallup®, StrengthsFinder®, Clifton StrengthsFinderTM, and each of the 34 Clifton StrengthsFinder theme names are trademarks of The Gallup Organization, Princeton, NJ.

TOC P a g e 52
FOCUS People especially talented in the Focus theme can take a direction, follow through, and make
the corrections necessary to stay on track. They prioritize, then act.
FUTURISTIC People especially talented in the Futuristic theme are inspired by the future and what could be.
They inspire others with their visions of the future.
HARMONY People especially talented in the Harmony theme look for consensus. They don’t enjoy conflict;
rather, they seek areas of agreement.
IDEATION People especially talented in the Ideation theme are fascinated by ideas. They are able to find
connections between seemingly disparate phenomena.
INCLUDER People especially talented in the Includer theme are accepting of others. They show awareness
of those who feel left out, and make an effort to include them.
INDIVIDUALIZATION People especially talented in the Individualization theme are intrigued with the unique qualities
of each person. They have a gift for figuring out how people who are different 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.
They 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. They seek to transform something especially talented into
something superb.
POSITIVITY People especially talented in the Positivity theme have an enthusiasm that is contagious.
They 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.
They 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. They are committed to stable values such as honesty and loyalty.
RESTORATIVE People especially talented in the Restorative theme are adept at dealing with problems.
They 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. They 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.
They 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. They derive satisfaction from breaking the ice and making a connection
with another person.
Copyright © 2000 The Gallup Organization, Princeton, NJ. All rights reserved. Gallup®, StrengthsFinder®, Clifton StrengthsFinderTM, and each of the 34 Clifton StrengthsFinder theme names are trademarks of The Gallup Organization, Princeton, NJ.
All 34 Themes Full Description
A full description of each talent theme is available on the StrengthsQuest site, here

TOC P a g e 53
15. Agenda and course material for future studios

Item Start Dur/ End Ref
min
1 Welcome and agenda overview 0 5 5
2 Class health - start of class 5 5 10 Course

• Csikszentmihalian flowmeter book
3 Discussion, questions and tests arising 10 15 25 See

from previous weeks’ text and reading Reading
Schedule
4 Review of text and readings for this week 25 15 40 See

Reading
Schedule
5 Briefing for experiential exercise 40 10 50 Learning

manage
ment
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 165 5 170 Course

• Csikszentmihalian flowmeter; book
• Suggestions for class improvement
Specific agenda will unfold as the course progresses. Visit the course learning
support system, Ning/Moodle/Blackboard, as appropriate

TOC P a g e 54
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
Assignment Week Due Weight Net Wt/ Net Out Work
Assignment Wt/ of hours
Course
1 Case analysis 15 100 15 20
1a Case study Week 3 20 3 100 5

(In-progress)
1b Case Study Week 6 60 9 100 15

(Final)
1c 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.
Purpose
To present recommendations that will guide Formway to continue to adapt,
prosper, and grow from the foundations of the new capabilities summarised in
your report.
Scope
Your 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.
Methodology
You 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.

TOC P a g e 55
Instructions
Read 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 below
Submit 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 Quality
Your 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)

TOC P a g e 56
Formway’s Be chair. Source Barrett (2009)

TOC P a g e 57
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.)

TOC P a g e 58
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.

TOC P a g e 59
Assessment and grading

Your 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 literature
creative 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 development

The 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 critically
Ch 8: Referencing (See also Turner et al Appendix A)
Appendix A: Comprehending the question or task
Appendix D: Revising, editing, proofreading, and presenting written work
Appendix E: Using marking criteria and marker feedback
Turner et al.:
Ch 1: Thinking about learning

Ch 2: Listening for academic purposes
Ch 3: Reading for academic purposes
Ch 4: Basic academic writing skills
Quinn et al:
Managing information through critical thinking

TOC P a g e 60
Audience and language

Global 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
institution
Intelligent 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 collaboration

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

TOC P a g e 61
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.
pdf
Microsoft 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: scaffold

Your 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. ….

TOC P a g e 62
… And that’s it. Nothing more in the Executive Summary!
Warning!!! Immediate action

Here 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
originality
Write 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!

TOC P a g e 63
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

TOC P a g e 64
Assessment rubric - Assignment 1b - Case study
Name:!! ! ! ! ! ! ! Student ID
Question Topic Mark Mark
available awarded
Executive summary Unitec cover sheet; Title Page; Table of 10

and professional Contents; Executive Summary; Report format
presentation including Binding; Innovation, creativity and
enterprise in presentation; Citations/References
for evidence provided; Proper APA format
Part ONE
1.1 nature of the innovations 5
1.2 five elements 5
1.3 opportunities that add value 5
1.4 key trends 5
1.5 design-led company 10
Part TWO
2.1 superiority 5
2.2 new processes and practices 5
2.3 external resources 5
2.4 benefits, consequences 10
2.5 compare and contrast 10
Part THREE
3.1 alternatives 5
3.2 recommendations justified 10
3.3 personal lessons 10
Appendixes
A role of teams (optional) 5
B contrast with Interface Flooring (optional) 10
Professional language 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.

TOC P a g e 65
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 Focussed, succinct, Some really good Just beginning to

content specific. The ideas and parts. Some parts figure out what
topic keep the reader’s not there yet. you want to say
attention
Word choice Extremely succinct, Correct but not Confusing. The

visual, and accurate. striking. The reader is often
You picked the correct words get the asking “What did
words for the correct message across, you mean by this?”
places. Choice of but don’t capture
Global English word the reader’s
attention.
Grammatical Mostly correct. There About halfway Editing not under

conventions are few errors in the there. Several control yet. It
paper. Global English bothersome would take a first
applied. mistakes need reading to decode,
cleaning up. and a second
reading to get the
message.
Organisation Clear and compelling. Some really Not shaped yet.

You have chosen an smooth parts. The order of the
order that works well Other parts need paper is jumbled
and makes the reader work. The order and confused.
want to find out what makes sense most
comes next. of the time.
Voice Individual and Individuality fades Not “you” yet. You

powerful. The paper in and out. What don’t know what
has personality and you truly think and you truly think or
sounds different from feel shows up only feel yet.
the way anyone else sometimes.
writes.
Sentence Varied and natural. Routine and Paper needs work

fluency The sentences in your functional. Some because there isn’t
paper are delightful to sentences are enough sentence
read out loud. choppy and sense yet.
awkward, but most
are clear.
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

Course
2 Group 40 100 40 35
Project
2a Workshop Weekly, from 50 20 100 25

presentation Week 6
2b Multi-media 7 days after 25 10 100 5

resource presentation
2c Test questions 7 days after 25 10 100 5

and model presentation
answers
Scenario
You 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 through

distressed 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 Notes
The 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.
Deliverables
Your task is to design and deliver
A training workshop
Supplementary handouts
Multi-media products for viewing by current and future students
Facilitators’ guide notes for use by future users of your training package
A 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 presentation
Video
Poster
Other 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 events
aim of activity
instructions 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 pdf
Quicktime (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 guidelines
Your 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 grading
Media format
Haswell’s ‘Minimal marking’
Project management and research assistance
Acknowledgments and collaboration
General advice
As 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 facilities
The 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 DVDs
Sony HD video camera including wireless microphone
PA system - for sound amplification including wireless microphones
Digital 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 equipment
Ensure you know how to use the equipment. Practice before hand.
Ensure batteries are charged and that there are spare supplies
The 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 event
Arrange for a qualified team from a previous presentation to collect the
required audio-visual material using the equipment you have procured
Conduct the post-production on the audio-visual materials required for
upload to the course NING site.
Restore the workshop equipment to its rightful location
Provide your services for recording a future project teams workshop session

The 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 model
You 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 action
Assemble your Assignment TWO New Venture Team.
Exchange and record communications data: names, email addresses, phone
Establish a project group for your members on the course NING site
Share your StrengthsQuest talent themes by establishing and joining your
own team’s Team Talent chart.
Identify key milestones for deliverables
Allocate project leaders and team roles to coordinate delivery of each of the
course deliverables.
Schedule a team building activity/party/adventure
Schedule project meetings including final ‘dress rehearsal’
References
DiPadova, 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.as
px
SIFE - New Zealand. (n.d.). Retrieved March 3, 2010, from http://www.sife.org/

aboutsife/CountryLocations/Pages/NewZealand.aspx

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Assessment Rubric - Assignment TWO - Team Presentation

Marking Schedule – Oral Presentation
Date: Judge: Team Id: Team Name
Level
Criteria Levels Speaker 1: Level Speaker 2: Level Speaker 3
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 5: Exceptionally high
communication 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 & 5: Excellent
involvement 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: Mark = Level x 6
Presentation Out of 30
CONTENT
Purpose of 5: Clearly identified
presentation 3: Identified
1: Attempted
Topic Focus 5: Direct
3: Mainly
1: An effort made
Strategy, 5: Clearly identified
sustainability 3: Identified
principles 1: Attempted
Relevant 5: Highly relevant
information 3: Mostly relevant
1: Little
Sub-Total: Content Mark = Level x 6

Out of 30
QUESTION
HANDLING
Answers the 5: Completely
question 3: Present
1: Attempted
Succinct 5: To the point
3: Waffle
1: Evasive
Sub-Total: Mark = Level x 4

Questions Out of 20
HANDOUT
Lucid 5: Easy to follow; Own words;
logical
Comprehensive 5: Overview of presentation;
Supplementary detail
Layout and 5: Professional; Numbered
presentation and/or mindmap;
Headings; White space
Sub-Total: Handout Mark = Level x 4
Out of 20
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 Weight Net Wt/ Net Wt/ Out Work

Due Assignment Course of hours
3 Learning 25 100 25 25
agenda
3a StrengthsQues Week 2 25 6.25 100 5

t assessment
3b Professional Week 6 25 6.25 100 10

learning agenda
(In-Progress)
and journal
3c Professional Week 12 50 12.5 100 10

learning
agenda (Final)
and reflective
essay
Type
Individual assignment.
3 a StrengthsQuest assessment
3 b Professional learning agenda (In-Progress) and journal (blog)
3 c Professional learning agenda (Final) and reflective essay
Introduction
A 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 Two

During 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
website
Compile 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 ambitions
The plans and actions you propose pursue to develop your talents into
strengths and excellence
The plans and actions you will take to bring weaknesses up to basic,
professional levels of capability
Examples 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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Document collation sequence and templates

A 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 collation

Unitec 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 Models
1.2 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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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 behaviour
M = Measurable
A = Achievable
R = Realistic in practice, given the resources available
T = Timed. A specific start and end point … and milestones, perhaps.
E = End result or purpose of the Specific target sought
R = 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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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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(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 Items
NOTE: 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)
Acknowledgements
Several 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 Three

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. Retrieved from http://

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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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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
Images
Madame 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/

TOC P a g e 83
Assessment Rubric Assignment 3 - Professional Learning Agenda and Reflective Journal

Student ID! ! ! Name (Personal)! ! ! (Family)
Component 3a 3b 3c
Weight 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 Entries 20
Appendix 5.2.1 First part of course
Appendix 5.2.2 Prior to semester break 15
Appendix 5.2.2 Prior to your team’s Workshop presentation 10
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
Appendix 5.3 Csikszentmihalian stressometer record 10 5 5

Presentation 10 15 20
The layout, design, and presentation of your document should reflects your stated
ambition, special talents and strengths. [Optional]
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.

TOC P a g e 84
TEMPLATES
The 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/

TOC P a g e 85
TEMPLATE 0:
New Venture Application for Team Assignment
Team Allocated (Office use
only)
Preferred and Personal
Names
FAMILY 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 English, Maori, Mandarin, Canton, Hindi,

(State) Spanish, German, French
Countries in which dwelt NZ ( ) China ( ) India ( ) Germany ( ) Sweden ( ) etc
and/or worked (Enter years
in brackets)
I suspect my strongest ( ) Relating— interpersonal bonding and connecting

contributions to a New ( ) Impacting — impact or influence lives of others
Venture Team will be (Rank ( ) Striving— motivate and generate energy
1=top, 4 = least) ( ) 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 Mon Tue Wed Thur Fri Sat Sun

ABSOLUTELY NOT available
for team meetings at these
times

TOC P a g e 86
TEMPLATE 1: RESUME
Source: Apple, San Francisco Resume - iWork 08 - Pages
resume
JIM
STUDENTIA Profile
Seacula 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
address
taciti. Sociis mauris in integer, a dolor netus non dui aliquet, sagittis felis sodales, dolor sociis
Work Street
Work City, Work State Work ZIP mauris, vel eu libero cras. Interdum at.
tel! +64 (09) 123 456 Experience

email! noreply@anywhere.co.nz Job Title, Company Name City, State 1989-1990
url! Work URL 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.
Education
Unitec Institute of Technology, AUckland, New Zealand — Degree, Year
Skills
Quarta 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.
Referrals
Quarta 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

TOC P a g e 98
TEMPLATE 12: MY WEEKLY

CSIKSZENTMIHALIAN FLOW RECORD
Each 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
S
In flow
5
F
S
In control 4
F
S
Excited 3
F
S
Relaxed 2
F
S
Apathy -2
F
S
Boredom -3
F
S
Worry -4
F
S
Anxiety -5
F

TOC P a g e 99
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 .......................... 99
Appendixes ...............................................................................................
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

TOC P a g e 100
19. Assignment FOUR: Final test

Course
4 Test Examination 20 20 100 10

weeks
Length
2 hours, plus reading time ten minutes.
Format
Short 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.

TOC P a g e 101
Faculty of Creative Industries & Business

Department of Management & Marketing
Bachelor of Business
BSNS 5391 Innovation and Entrepreneurship

Test
Semester 2, 2010
Date: Tuesday 09 November 2010
Start time: 8:30 AM
Time allowed: 2 hours, plus 10 minutes reading time
Total 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 Marks

Part A 1 Answer TWO (2) questions from this part. 50
Your question should be answered in the format

of a short persuasive essay.
Part B 2 Answer ALL questions from this part. Choose the 50
ONE answer that best answers the question.
CIRCLE CLEARLY your answer on the answer

sheet. TWO marks per question.
Total 100

TOC P a g e 102
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

TOC P a g e 103
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

TOC P a g e 104
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).

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 1
Which of the following is NOT a cultural dimension of entrepreneurship?
a) Materialism
b) Behaviour regulation
c) Achievement
d) Unemployment
Question 2
Which 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 3
Which 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 4
Select 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 5
Which 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 6
Which 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 7
Choose 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 8
Choose 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 9
Which 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 10
Which of the following is an example of an invention:
a) Fax Machine
b) Electricity
c) Starbucks coffee
d) Ecological System

Question 11
Edward 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 12
Who 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 13
Which 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 14
What 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 15
The 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 16
To 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 17
What 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 18
Which 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 19
Which 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 20
The 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 21
When 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 22
The 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 23
Which 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 24
Bootstrapping 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 25
In 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

TOC P a g e 110
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

TOC P a g e 111
20. Bibliography
Here 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.as
px
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 &

TOC P a g e 112
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://
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21. General information about Unitec courses
Key Staff
Dr. Robert Davis, Head of Department: Management & Marketing (DoMM),
Tel. 815 4321, Ext 7418 rdavis@gw.unitec.ac.nz
Dr. Liz Rainsbury, Head of Department: Accounting & Finance, Tel. 815 4321,
Ext 8803, erainsbury@gw.unitec.ac.nz
Andrew Slessor, Programme Director — BBus, Tel 815 4321 Ext,
mholden@gw.unitec.ac.nz
Jeff Marriott, Programme Director — DipMgt, Tel. 815 4321, Ext 8131.
jmarriott@gw.unitec.ac.nz
Rose Coveny, Programme Director—DipProfAcc, Tel. 815 4321, Ext 8084,
rcoveny@gw.unitec.ac.nz
Soynya Stuart, Programme Administrator - BBus, DipMgt, DipProfAcc, Tel.
815 4321, Ext 8282, sstuart@gw.unitec.ac.nz
Malama Solomona, Lecturer/Pacific Advisor, msolomona@unitec.ac.nz, or
pacific@unitec.ac.nz
Emma Brown, Student Advisor, Tel. 815 4321, Ext. 8286,
ebrown@gw.unitec.ac.nz
Dr. Peter Mellalieu, Curriculum po-ffessor, Tel 021 42 0118,
pmellalieu@unitec.ac.nz
Key Contacts
The Unitec Counseling Service, Tel. 815 4321, Ext 8605
Maia 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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Policies and Procedures

Please 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 Lecturer
Your 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
Service
Financial Matters: Unitec Student Financial Advisor or Unitec
Counselling Service
Scholarships: Unitec Student Financial Advisor, Maia staff,
Student Advisor, or email
scholarships@unitec.ac.nz
Centre for Pacific

The 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 advice
Course and programme enquiries
Financial/Scholarship advice
Pastoral care
Mentoring
Pacific 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
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

TOC P a g e 126
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

TOC P a g e 127
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.

TOC P a g e 128
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”.

TOC P a g e 129
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 )

TOC P a g e 130
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.

TOC P a g e 131
22. Quick guide to online enrolment

Enrolment 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 Password

Timetable 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.nz

Click myUnitec Portal
Enter 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.

TOC P a g e 132
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.

TOC P a g e 133
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 Subsection and Amendment/Suggestion

and Pages
Section
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.com

class ID: __________
Enrollment password: enterprise
Class title: BSNS 5391 Innovation & entrepreneurship 2011-1 or 2011-2
My turnitin user name: _____________
My turnitin password: _____________
Strengthsquest
Home page: https://www.strengthsquest.com
My Strengthsquest user name: _____________
My Strengthsquest password: _____________
My Project Team
Team ID: _____ Name _____________________
Project Presentation date ___________
Recording duties date ______________
Team members
Name Email Phone

TOC P a g e 135
25. Semester-specific calendar and dates

Studio 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.
Ass Due/
Date Agenda Reading
Team

10-Mar assessment instrument (Ass 3) Bolton & Thompson
ALO 1 (2003) Ch 1: The
• Innovation and
17-Mar organisations I. Ass 3 a
ALO 4 (a):
ALO 2 (b):

TOC P a g e 136
Ass Due/
Date Agenda Reading
Team
Bolton & Thompson

(2004, 2nd ed) Ch 2:
24-Mar
Turner Ch 4: Basic
thinking
31-Mar teams, team leadership and team learning process model

F&K Ch 3 (Eco)
Environment and
economy
innovators
7-Apr entrepreneurship, and
entrepreneurship
Presentations
assessment
Ass 1b 1c
Field trip/Visit to class by
14-Apr Ass 3b
innovator-entrepreneur
Team Z
21-Apr Break for Study Week A
28-Apr Break for Study Week B

TOC P a g e 137
Ass Due/
Date Agenda Reading
Team

F&K Ch. 14 Global
Zealand
opportunities
5-May F&K Ch 3 (Eco) Teams A, B
disadvantages,
Environment and the
advantage,
mechanisms.
of innovation and
F&K Ch 5 Innovation
entrepreneurship
12-May Teams C, D
• Process of innovation and F&K Ch 6 Pathways
entrepreneurship
LO 6: Discuss the business F&K Ch 9 Assessment
opportunity identification and and commercialisation
19-May screening process Teams E, F
• Creativity, ideas, and F&K Ch 10 Marketing
opportunity recognition,
26-May • Growth focus, investors’ F&K Ch 13 Growth Teams G, H
2-Jun • Growth focus, investors’ Teams I, J
Exhibition of top team
9-Jun Ass 3c
presentations
• Test rehearsal
16-Jun • Future studies
• Beyond I&E
23-Jun Break for study
30-Jun Test (date to be advised) Test

TOC P a g e 138
Studio Calendar and assignment due dates - 2011 - Semester 2

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.
Ass Due/
Date Agenda Reading
Team

1-Aug assessment instrument (Ass 3) Bolton & Thompson
ALO 1 (2003) Ch 1: The
• Innovation and
8-Aug organisations I. Ass 3 a
ALO 4 (a):
ALO 2 (b):

TOC P a g e 139
Ass Due/
Date Agenda Reading
Team
Bolton & Thompson

(2004, 2nd ed) Ch 2:
15-Aug
Turner Ch 4: Basic
thinking
22-Aug teams, team leadership and team learning process model

F&K Ch 3 (Eco)
Environment and
economy
innovators
29-Aug entrepreneurship, and
entrepreneurship
Presentations
assessment
Ass 1b 1c
Field trip/Visit to class by
5-Sep Ass 3b
innovator-entrepreneur
Team Z

TOC P a g e 140
Ass Due/
Date Agenda Reading
Team

F&K Ch. 14 Global
Zealand
opportunities
12-Sep F&K Ch 3 (Eco) Teams A, B
disadvantages,
Environment and the
advantage,
mechanisms.
of innovation and
F&K Ch 5 Innovation
entrepreneurship
19-Sep Teams C, D
• Process of innovation and F&K Ch 6 Pathways
entrepreneurship
LO 6: Discuss the business F&K Ch 9 Assessment
opportunity identification and and commercialisation
26-Sep screening process Teams E, F
• Creativity, ideas, and F&K Ch 10 Marketing
opportunity recognition,
3-Oct • Growth focus, investors’ F&K Ch 13 Growth Teams G, H
10-Oct Break for Study Week A
17-Oct Break for Study Week B
24-Oct • Growth focus, investors’ Teams I, J
Exhibition of top team
31-Oct Ass 3c
presentations
• Test rehearsal
7-Nov • Future studies
• Beyond I&E
14-Nov Break for study
21-Nov Test (date to be advised) Test

TOC P a g e 141
Unitec principal academic calendar

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Course Handbook

BSNS 5391 Innovation & Entrepreneurship

Faculty of Creative Industries and Business

Department of Management and Marketing (DoMM)

Authored by Peter J. Mellalieu, 2010. 3rd

The copyright of student materials remains

Printed at The Copy Centre, Unitec Institute

IMAGE: Reaching for the skies.

Version Ver 3.1, 1 February 2011.

This document is subject to amendments

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

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

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

The aims and learning outcomes of the course

Compulsory requirement to undertake an on-line assessment of your natural

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

Recommendations for immediate action

Note: Navigating the on-line Course Handbook

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

This course introduces you to the systematic processes of innovation

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

In many cases, the innovator works within a corporate or not-for-loss enterprise

I thank you for all the

Without doubt, I have

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

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

Peter J MELLALIEU, PhD, BTech(Hons), MPubPol, DipIwiEnvMgt

Mihi as silk-weavers in a north-east French

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

Learning outcomes (LO)

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

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

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

WARNING!!! You are required to submit ALL assignments. Failure to submit

Learning and teaching approaches

Academic learning outcomes

ALO 1: General Academic skills - learning, listening, participating

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

Course handbooks and selected readings

Mellalieu, Peter J. (2011) Course Handbook BSNS 5391 Innovation &

Mellalieu, Peter J. (2011) Selected readings in innovation and entrepreneurship,

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

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

Access and use the StrengthsQuest site http://www.strengthsquest.com

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

6. Topics, content and reading schedule

LO 1 (a): Explore the nature of

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

Bolton & Thompson

ALO 5: Learning process models

LO 4: Discuss the ethical

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

LO 8: Discuss the context for

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

7. Workload overview and assignment sequence

The workload assessment also EXCLUDES an hourly allowance for your

You are required to submit ALL assignments. Failure to submit an

Gannt Chart: Schedule of assignments per week across course semester

(2b and 2c must be submitted

Ass 4 Test preparation 4

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

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

1 Case analysis 15 100 15 20

1a Case study (In- Week 3 20 3 100 5