You will progress your start-up by developing an action-focused business plan for the launch, growth and exit of an innovative start-up. You will draw from your knowledge gained throughout the EMBA and more specifically the entrepreneurship courses to research, refine and design a compelling business model and action-focused business plan to persuade your target audience of the merit of your start-up. Your final pitch will showcase your start-up and seek to convince a business panel of your purpose, whether this is to raise funds, attract strategic partners, or simply as a roadmap for the top management team. Topics include new venture entry and exit strategies, market development, financing, and the effective presentation of the start-up’s business model and plan.
|Tutorial/Workshop 1 – Delivered in an intensive mode over two weekends: 9 hours each weekend, a month apart.||9hrs||Throughout teaching period (refer to Format)||2 times|
New venture entry and exit strategies
Testing the business concept, marketing plan and organisational plan
New venture financial projections
New venture pitch
700 Level (Specialised)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Association to Advance Collegiate Schools of Business|
|1||Develop a market entry strategy for your new venture.||
Creative and critical thinker
|2||Integrate marketing and operational assumptions from your proposed venture and develop pro-forma financial statements for the business plan of the new venture||Knowledgeable||
|3||Write a business plan with the purpose of convincing your target audience to raise funds, attract strategic partners, or acquire key customers.||
Creative and critical thinker
|4||Pitch (present) your start-up to a panel persuading them to achieve the purpose of your plan||
|Association to Advance Collegiate Schools of Business|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program BU791
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Early formative feedback will be presented during class workshops and during the Saturday 19 February pitch and business plan review workshop.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
20 pages plus appendices
|Refer to Format||Online Assignment Submission with plagiarism check|
7 minutes, followed by 3 minutes Q&A
|Refer to Format||In Class|
|All - Assessment Task 1:Business Plan (written)|
To write a persuasive business plan to achieve your startup goals.
Individual assessment The persuasive, written business plan should detail the market entry strategy and reflect marketing and operational assumptions the pro-forma financial statements. This task is used for measuring assurance of learning towards Association to Advance Collegiate Schools of Business (AACSB) accreditation. The following Program Learning Objective will be assessed: Program Learning Objective 1.1 - Demonstrate effective written communication skills in a business context. Further details are provided in the assessment area of the learning management system (LMS).
|All - Assessment Task 2:Presentation of the Business Pitch|
To deliver a convincing new venture pitch (presentation of the business plan) to a panel of industry and academics.
Submit: PDF of pitch slide deck Pitch presentation and Q&A to win the hearts and minds of your audience (the panel and your classmates) delivered 3 March 2021. This task is used for measuring assurance of learning towards Association to Advance Collegiate Schools of Business (AACSB) accreditation. The following Program Learning Objective will be assessed: Program Learning Objective 1.2 - Demonstrate effective oral communication skills in a business context. Further details are provided in the assessment area of the Learning Management System (LMS).
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
You should bring a laptop to work on your business plan during all the workshop sessions.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email email@example.com.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or firstname.lastname@example.org.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
For more information on Academic Learning & Teaching categories including:
Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.