Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Business School
Combines theory, practice and research into creating and growing new ventures with an emphasis on scaling to meet increasing market adoption. Knowledge and skill development through experiential learning explores adaptive execution approaches. Applies the entrepreneurial mindset to deliver co-created value with business model innovation, aligning finance needs to goals, interpreting market dynamics under conditions of uncertainty and strategies to leverage transient competitive advantages to sustain growth trajectories. This course has close links to the UQ entrepreneurial eco-system.
The primary purpose of this course is to excite students seeking a discovery-driven pathway for their careers - to challenge themselves to experience new ventures with uncertain outcomes pursuing growth trajectories. In doing so, we aim to develop our entrepreneurial mindset. We will experience both first hand as well as through case study how opportunities are formed & developed, experiment with expanding our own personal entrepreneurial orientationﾠ& deliver positive impacts to our team, then explore the dynamics of growth strategies. These skills translate directly into improved outcomes for your workplace - now and into the future.
Accordingly, the course draws on current insights in the field of entrepreneurship to provide a framework for understanding how to build entrepreneurial ventures by navigating irreducible uncertainty. Topics include opportunity formation, generating information & learning through assumption setting and testing, designing business models for delivering and capturing value, analysing capabilities across various innovation types, framing competitive advantage, building entrepreneurial strategy, financing new ventures and managing growth so to build strong, sustaining ventures. The course aims to provide theoretical insight and practical knowledge about the new venture creation process under conditions of uncertainty. The teaching approach of experiential learning draws on a mix of seminars, case analyses and class discussions as well as incorporating a team-based business opportunity project where you test & develop your own personal entrepreneurial mindset while exploring & analysing new venture growth trajectories.
This course is challenging, developing our awareness and practice across two streams. One stream involves team work to create prospective new ventures, some of which may go on to form within the unique UQ ventures eco-system. The other stream is individual development, where analytical skills evolve by applying theory to real settings that culminate in a final case study.
Sustainable Development Goals - UQ Business School is a proud supporter and Advanced Signatory of the United Nations Principles for Responsible Management Education (UN PRME). As part of the largest global collaboration between business schools and the UN, the school emphasises its role in empowering students to drive societal transformation through the Sustainable Development Goals. The SDGs highlight that a thriving economy relies on a healthy environment, aiming to balance economic growth, social well-being, and environmental protection for a sustainable future.
Course requirements
Assumed background
This course is offered to undergraduate students seeking a grounding inﾠthe growth of new ventures. Beyond already havingﾠcompleted some coursework, in line with the setﾠpre-requisites, it is assumed studentsﾠhave an aspiration to apply growth strategies to a new venture. The course adoptsﾠa collaborativeﾠstructure so provides opportunities for students to share in class their experiences and learning,ﾠto enrich theﾠcontext of theory and research covered in our practice-orientedﾠsessions together to exploreﾠthe entrepreneurial strategies that unlock business model potential. Discussionsﾠon all such contributions are assumed to be held in confidence, to encourage free and open dialogue & appraisal.
Incompatible
You can't enrol in this course if you've already completed the following:
TIMS7301 or 7329
Restrictions
Quota: Minimum of 35 enrolments
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please email business.mytimetable@uq.edu.au from your UQ student email account with the following details:
- Full Name
- Student ID
- Course Code
Aims and outcomes
This course aims to develop entrepreneurial skills in crafting growth strategies for new ventures by applying theory to practical problems:
- exploring the key concepts of entrepreneurial growth to navigate uncertainty & generate testable assumptions;
- designing innovative business models to both deliver and capture value;
- practice in developing & presenting growth strategies and analysing existing & emerging entrepreneurial firms;
- creatingﾠcompetitive advantage through venture formation, market analysis and entrepreneurial strategy;ﾠand
- building confidence in students so to act on their entrepreneurial ambitions.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Analyse information and apply insights to lead new venture growth strategies
LO2.
Explain different approaches to identifying entrepreneurial opportunities
LO3.
Develop and evaluate growth-generating business models, both individually and as part of a team
LO4.
Demonstrate an understanding of the inherent uncertainties in the process of new venture growth as these apply across a range of domestic and international settings
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation |
Team Presentations | Pitch, Video, Autopsy
|
40% *Team |
Pitch 19/03/2025 Video 16/04/2025 Autopsy 14/05/2025
Each presentation round with peer appraisal (up to 10 marks per presentation, due via Blackboard) plus individual moderations of up to 3 teams per round (10 marks across all 3 presentations, due via RiPPLE). |
| Essay/ Critique |
Analysis | Across 4 case topics
|
20% Individual |
Case topic 1 2/04/2025 Case topic 2 16/04/2025 Case topic 3 7/05/2025 Case topic 4 28/05/2025
Each of the 4 case topics will be released in Blackboard with resource creation & moderation completed in RiPPLE. Each topic attracts up to 5 marks. |
| Essay/ Critique |
Case Study | Emerging opportunities
|
40% |
9/06/2025 - 13/06/2025 |
Assessment details
Team Presentations | Pitch, Video, Autopsy
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 40% *Team
- Due date
Pitch 19/03/2025
Video 16/04/2025
Autopsy 14/05/2025
Each presentation round with peer appraisal (up to 10 marks per presentation, due via Blackboard) plus individual moderations of up to 3 teams per round (10 marks across all 3 presentations, due via RiPPLE).
- Other conditions
- Peer assessed, Peer assessment factor.
- Learning outcomes
- L01, L02, L03, L04
Task description
The presentation arc covers three rounds for a new venture idea that you will develop in your teams: a facilitated pitch delivered in real-time to your peers (deliver in week 4), a video articulating your venture growth strategy (upload in week 8) and an autopsy appraising your reflection on the opportunity and the conditions where it might grow in the future (upload in week 12).
Each team presents 3 times - pitch, video & autopsy - each student moderates each presentation of 3 other teams, as allocated by RiPPLE
Each team round will be moderated by peers while the quality of your moderations will be marked across each presentation.
In addition, you will each assess the members of your team in completing each round to generate a peer assessment factor that will then be applied to your team score to yield an individual score for each presentation.
AI Statement
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Each presentation across pitch, video & autopsy to be upload to Blackboard (to allow marking allocations & peer appraisal via Buddycheck) as well as created as a team resource in RiPPLE (to allow moderations)
Deferral or extension
You may be able to apply for an extension.
Depending on the part of the assessment requiring an extension, a request for deferral could be required if the assessment is performance or time-based. Deferral may result in forfeit of marks for that item.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submissions deeply impact the ability for the rest of the class to moderate team items.
Analysis | Across 4 case topics
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% Individual
- Due date
Case topic 1 2/04/2025
Case topic 2 16/04/2025
Case topic 3 7/05/2025
Case topic 4 28/05/2025
Each of the 4 case topics will be released in Blackboard with resource creation & moderation completed in RiPPLE. Each topic attracts up to 5 marks.
- Other conditions
- Peer assessed.
- Learning outcomes
- L01
Task description
Generate a resource using the entrepreneurial theory that aligns with the respective case topic. Your peers will moderate your topic exploration shown in the resource you produce.
Create 1 resource, moderate 3 others for each of the 4 topics.
Each topic requires the creation of 1 resource and the moderation of 3 other resources.
AI Statement
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Use the RiPPLE link provided in Blackboard > Assessment for each case topic
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Each case topic allows you to test your thinking about a particular framework as applied to a case setting and to share that thinking with others in the class. Each student will also be able to moderate the resources of others, so to learn from each other. Because of the progress through the learning activities, extensions or deferrals are not possible.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
RiPPLE link will not be available once due time/date has passed.
Case Study | Emerging opportunities
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
9/06/2025 - 13/06/2025
- Learning outcomes
- L01, L02, L03, L04
Task description
A case study assignment that builds on your online resource/moderations sets to apply your analystical thinking skills. The case study provides a range of resources and allows access to online and text resources during the period from release to due date. The case study is to be individually undertaken, without reference to other students in the class or any commercial resources other than provided, in the spirit of demonstrating your own entrepreneurial growth strategy-building skills.
AI Statement
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Submission is via Turnitin on the Blackboard site.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 46 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 47 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Grades will be allocated according to University-wide standards of criterion-based assessment.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
The journal articles, simulations and case studies supplied to you are licenced specifically for use in TIMS3302 during this semester in support of your study as a student officially enrolled in the course and registered as such in Si-Net. Once this course is completed, the licence expires. For many of the articles and cases that are provided, you may not be able to gain access to those files after this semester. Your observance of this obligation to only use these materials for TIMS3302 as part of your studies is assumed by your accepting enrolment. Your observance also supports the royalty agreements held by UQ with various publishers and course providers around the world.
Learn (Blackboard)
All courses are supported by the UQ Learning Management System, Blackboard Learn, which provides an interactive environment for the students and teachers. This is accessible via PC or Mac or Mobile (Apps) environment.
To log on to Blackboard, go to https://learn.uq.edu.au.
- As Blackboard is a web‐based application, you will need a recently‐released browser for your computer. For the latest Release Notes for Bb Student, see http://en-gb.help.blackboard.com/Bb_Student/z_Release_Notes_Bb_Student.
- For help with Learn.UQ (Blackboard), see https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-blackboard-contacts or contact AskUs https://web.library.uq.edu.au/contact-us or telephone 334 64312.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Seminar |
S1 | New Ventures Introduce entrepreneurship, a history of entrepreneurial thought and its place in today's economy. Opportunity discovery & creation. Projects to develop. Assessment timelines. Learning outcomes: L02, L04 |
Workshop |
W1 | Select new ventures Form into new venture teams. Choose Team Captain & consider projects with value criteria Learning outcomes: L01 |
|
Week 2 |
Seminar |
S2 | Lean business models Using lean startup methods to shape business models and expose underlying growth drivers of value. Building a business model canvas informed using lean methods. Building experiments to frame a problem and test a solution then apply to team projects Learning outcomes: L01, L03, L04 |
Workshop |
W2 | Applying lean methods to explore growth Apply lean principles to team ventures - shaping business models and exposing underlying growth drivers of value with a business model canvas to show customer discovery & validation. Learning outcomes: L01, L03 |
|
Week 3 |
Seminar |
S3 | Discovery-driven planning Developing assumptions to bring new products & services to market. Learning outcomes: L03, L04 |
Workshop |
W3 | Applying DDP to a case setting Exploring a DDP case to apply the method Learning outcomes: L01, L02, L03, L04 |
|
Week 4 |
Seminar |
S4 | Present Growth Pitch Deliver class presentation in your teams, showing how business model enables growth Learning outcomes: L01, L02, L03, L04 |
Workshop |
W4 | Present Growth Pitch W4 Wrap up team presentations of new venture idea, the key value insights and business model Learning outcomes: L01, L02, L03, L04 |
|
Week 5 |
Seminar |
S5 | Entrepreneurial Strategy Entrepreneurial strategy frameworks: forming opportunity to gain competitive advantage & growth. Learning outcomes: L01, L02, L03, L04 |
Workshop |
W5 Entrepreneurial strategy Framing topics of inquiry with observed alignments. Learning outcomes: L01, L02 |
|
Week 6 |
Seminar |
S6 | Entrepreneurial Analyses Tools to interpret key attributes of proposed or existing firms, to leverage underlying value and to frame strategic capability-growth actions Learning outcomes: L01, L02 |
Workshop |
W6 | Entrepreneurial Analyses Apply tools to team ventures to indicate analytical gaps to frame strategic capability-growth actions Learning outcomes: L01, L02 |
|
Week 7 |
Seminar |
S7 | Business Building Applying a discovery-driven growth orientation to scale with technology & business models Learning outcomes: L01, L02, L03, L04 |
Workshop |
W7 | Business Building Strategies for new ventures using discovery-driven growth - practice leverage into expanded operations & new markets Learning outcomes: L01, L03 |
|
Week 8 |
Practical |
S8 | Team video completion Prepare team video for submission - tune approaches to growth Learning outcomes: L01, L02, L03, L04 |
Workshop |
W8 | Video submission Complete team video for upload to Blackboard Learning outcomes: L04 |
|
Mid-sem break |
No student involvement (Breaks, information) |
In-semester break No class - consider team videos to be moderated following the break - conduct further validation of your business ventures towards final autopsy |
Week 9 |
Seminar |
S9 | Disruptive Innovation How technological & business model innovations exploit asymmetric forces, for startups to displace resource-rich incumbents, or yield incremental improvements in product or service deliveries. Examine how innovations disrupt incumbents by crafting new market dynamics for 'good enough' products & services that substitute or complement current offerings Learning outcomes: L01, L03, L04 |
Workshop |
W9 | Disruptive innovation Explore attributes of disruptive, sustaining & efficiency innovations Learning outcomes: L01, L03, L04 |
|
Week 10 |
Seminar |
S10 | Navigating Hypergrowth Exploring hypergrowth using chasm theory as a mechanism to predict technological dispersion so to pre-empt destructive growth forces Learning outcomes: L01, L02, L04 |
Workshop |
W10 | Navigating Hypergrowth Experience hypergrowth conditions through a simulated self-driving vehicle startup venture - bring your laptop or tablet device Learning outcomes: L04 |
|
Week 11 |
Seminar |
S11 | Leadership & Emergent Growth Drivers for design-led growth strategies and how to organise for emergent growth paths in entrepreneurial ventures. Organising new venture using 2 different frameworks with distinct philosophies Learning outcomes: L02, L04 |
Workshop |
W11 | Leadership & emergence Participate in leadership simulation Learning outcomes: L02, L04 |
|
Week 12 |
Seminar |
S12 | Entrepreneurial Finance Exploring NPV and reverse financials as tools to interpret growth assumptions to accommodate uncertainty in finance models. Learning outcomes: L01, L02, L03, L04 |
Workshop |
W12 | Entrepreneurial finance Apply finance models to prospective ventures to interpret capital needs & long-term value potential Learning outcomes: L01 |
|
Week 13 |
Seminar |
S13 | Navigating Uncertainty Review key components of entrepreneurship theory & practice, pursuing opportunities beyond resources to hand. Reflective practice Learning outcomes: L01, L02, L03, L04 |
Workshop |
W13 Navigating uncertainty Reflecting on the journey through the course, discuss the team autopsy & preparing for the final case study assignment released & due during examination period Learning outcomes: L01, L02, L03, L04 |
Additional learning activity information
Sustainable Development Goals
This course integrates the following Sustainable Development Goals (SDGs) throughout course design, learning activities and / or assessment.
Goal 7: Ensure access to affordable, reliable, sustainable and modern energy for all
Goal 8: Decent work and economic growth
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.