GSQ008 Entrepreneurship & Innovation

Unit Outline: Session 3 2026, QUT Online, Online

Overview

In today’s dynamic, rapidly changing business environment, adopting an entrepreneurial mindset is vital for managers seeking to drive innovation and sustain competitive advantage. This action-focused unit challenges you to step into the role of an entrepreneur or an innovator, navigating the complexities of identifying, developing, and articulating new venture opportunities or initiatives. You will identify contemporary market demands and design practical, responsible solutions that contribute to both business success and positive societal impact. Engaging with peers will help you refine your proposals and communication strategies for maximum influence. You will also reconcile your actions and experiences with key frameworks, concepts, and theories, strengthening your ability to lead innovation in a changing world.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Critically reflect on the role of the entrepreneurial and individual mindset in the practice of leading transformational agendas in complex environments. SL 4.1
2. Demonstrate high-level reflection skills related to your ability to think and act in an entrepreneurial manner. HO 2.2, SL 4.1, SEC 5.2
3. Propose new venture concepts and critically evaluate the market opportunity, value proposition and organisational practices for a new venture idea. HO 2.1, SL 4.2
4. Orally communicate the dynamics of technological innovation, including the sources, types and patterns of innovation, design dominance and timing of market entry. KS 1.1, HO 2.2, PC 3.2
5. Conduct research and evaluate data to support recommendations. HO 2.1, HO 2.2, PC 3.1

Content

Learning Approaches

In this fully online unit, you will be engaged in a combination of synchronous (live) scheduled classes and asynchronous (self-paced) learning, benefiting particularly those balancing study with professional or personal commitments.

Key components include pre-recorded mini-lectures or explainer videos on core topics such as leadership frameworks or financial analysis, discussion board activities that promote dialogue on curated themes, and self-paced case study analyses that encourage independent thinking and application of concepts. This approach allows students to engage deeply with materials at their own pace, revisit complex ideas as needed, and develop critical reflection skills. While learning is self-directed, students are supported through regular tutor interactions, opportunities for formative feedback, and ongoing engagement in discussion forums. This blend of flexibility and support fosters both academic development and a strong connection to the learning community.

Students are expected to work independently through carefully prepared curated resources in the form of asynchronous modules. These activities in these modules may include:

• Online discussions
• Readings
• Learning activities
• Digital practices for creating professional resources.

You are responsible for your academic progression through this unit. Unit staff will provide a learning environment designed to maximise your learning experience. To realise your full potential, it is strongly recommended that you actively participate in all the learning activities offered in this unit. You should expect to spend on average 15 hours per week, attending scheduled classes, working through asynchronous modules, preparing for and completing assessment tasks as well as in independent study to consolidate your learning.

Feedback on Learning and Assessment

Students will receive feedback in various forms throughout the semester which may include:

•  Informal: worked examples, such as verbal feedback in class, individual consultation
•  Formal: in writing, such as checklists, rubrics, written commentary
•  Direct: to individual students, either in written form or in consultation
•  Indirect: to the whole class

Assessment

Overview

In this unit you will undertake a series of assessment items designed to assist you developing key skills and attributes for entrepreneurship and innovation. You will work in groups.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Elevator Pitch

You will conceptualise, identify and describe present a real-world problem or opportunity that can be solved with entrepreneurial or innovative spirit. You will then pitch these ideas to potential investors, demonstrating how you applied relevant frameworks and tools to define the problem and supporting your approach with real-world evidence.  This will involve peer review of other students' assessments.

Postgraduate (AoL goals): KS 1.1, HO 2.1 PC 3.2, SEC 5.2

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorized in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assessment item requires your attendance at your scheduled session.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Business Presentation / Report

Building on the problem or opportunity analysis from assessment 1, you will expand on the problem/opportunity and your idea. The idea should be applicable in the real-world and you should demonstrate intrapreneurial or entrepreneurial thinking when you present your solutions to investors. You are encouraged to use creativity and out of the box thinking in approaching this task. In addition, you will need to prepare a report outlining the framing, analysis and synthesis of the problem and the solution.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorized in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assessment item requires your attendance at your scheduled session.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Postgraduate (AoL goals):  HO 2.2, PC 3.1, 3.2 SL 4.1, 4.2

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Risk Assessment Statement

There are no out-of-the ordinary risks associated with this unit. 

Course Learning Outcomes

GQ51 Master of Business Administration

1. Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
   Relates to: Elevator Pitch
2. Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
   Relates to: Elevator Pitch, Business Presentation / Report
3. Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
   Relates to: Elevator Pitch, Business Presentation / Report
4. Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
   Relates to: Elevator Pitch, Business Presentation / Report
5. Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts (both physical and digital) and for diverse audiences.
   Relates to: Elevator Pitch
6. Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative, and agile practice in contemporary complex digital environments.
   Relates to: Elevator Pitch, Business Presentation / Report
7. Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of adaptable, transformative, and sustainable courses of action in complex contemporary environments.
   Relates to: Elevator Pitch, Business Presentation / Report
8. Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
   Relates to: Elevator Pitch, Business Presentation / Report