School of Business

BUSM3036 (Vietnam) Leadership and Entrepreneurship

Vietnam Operation Trimester 2 2025
 Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.

Subject Details

Subject Code: BUSM3036 (Vietnam)

Subject Name: Leadership and Entrepreneurship
Credit Points: 10
Subject Level: 3
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.

Subject Coordinator

Name: Dr. Claire Lewin

Vietnam Convenor

Name: Dr. TRAN Pham Quynh Nhu

Location: 196 Tran Quang Khai, District 1
Email: [email protected]

Name: Dr PHAM Kim Anh

Location: 196 Tran Quang Khai, District 1
Email: [email protected]

Edition: Vietnam Operation Trimester 2 2025

Copyright ©2025 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Student Advisor

Name: Student Advisor Team

Location: 196 Tran Quang Khai, District 1
Email: [email protected]

Administrative Support

Name: Ms. NGUYEN Ngoc Diem Tien

Location: 196 Tran Quang Khai, District 1
Email: [email protected]
Contents
1 About Leadership and Entrepreneurship 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Learning and Teaching Activities 4

3 Assessment Information 9
3.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2.1 1A Applied Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.2.2 1B Presentation - Business Pitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.2.3 Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4 Readings and Resources 28

4.1 Essential Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.2 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4.3 Other Teaching and Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

5 Key Teaching and Learning Policies 30

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1 About Leadership and Entrepreneurship

1.1 An Introduction to this Subject

This subject explores the links between leadership and entrepreneurship in the context of dynamic domestic and global
environments. It develops an understanding of how to initiate a business venture, taking advantages of perceived
opportunities and mobilising the required resources.
To this end, different theories and perspectives on leadership and entrepreneurship are examined, and students are
encouraged to apply them to real-life situations. The knowledge and skills learned in this subject will enable future
leaders to revitalise organisations and create value in the process of transforming innovations into goods or services.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.

Attendance

It is recommended that students attend all scheduled classes in order to succeed in this subject. WSU Vietnam policy
requires students to enter electronic fingerprint before entering the classes. Please let your lecturer and/or Vietnam
Operation know if you are unable to attend any session.

Approach to Learning

Leadership and Entrepreneurship is delivered in a problem-based ’blended learning’ format, which means that you
may be required to engage in online activities which are interconnected. This subject entails the equivalent of ten
hours of learning activities per week, including the following:

- Online student activity/preparation (via vUWS) to stimulate reflection and discussion on key concepts in the
experiential activities conducted in the seminars.

- Two hour seminar (e.g. applied project, start-up exercises, individual and group activities).

These components have been designed as an integrated learning approach that will aid you to critically reflect on the
subject’s material and apply relevant concepts on leadership and entrepreneurship to problem-solving.

Referencing and citation requirements

This subject uses the American Psychological Association (APA) referencing style. Full details and examples are
available on the Library website.

Assignment cover sheet

You are to keep a copy of all assessments submitted for marking.

Submission through vUWS and Turnitin indicates your acknowledgement and acceptance of the workbeing your

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own. Some assessments may be required to be submitted with an assignment cover sheet (check the submission
requirements section for each assessment). In these instances, links to assignment cover sheets can belocated in your
vUWS site.

Group assignments are to be submitted with a group assignment cover sheet indicating the names of all group
participants. Some subjects may also require you to submit a peer evaluation of group member participation. This
may be conducted online or in hard copy format. Details will be provided via the vUWS site.

Tutorials

Tutorials following the lecture in each session provide students the opportunity to apply and share knowledge by
doing a variety of in-class activities individually or in a group such as exercises, discussion, and presentation. These
activities focus on demonstrating your skills and help you build your ability to achieve the learning outcomes for this
subject.

Tutorial questions/exercises will be provided in the lecture handouts. You will be expected to have completed specific
reading and exercises from the textbook and other required materials prior to attending each lecture and tutorial
class. If you have not prepared adequately, you will not get the full benefit from this learning opportunity.

Online Learning Requirements

Subject materials will be made available on the subject’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.
au/). You are expected to consult vUWS at least twice a week, as all subject announcements will be made via vUWS.
Teaching and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

1.3 Changes to Subject as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and subjects of study. The survey subjects results inform subject content
and design, Subject Outlines, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this subject. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Subject questionnaire to assess the subject.
If requested by your subject coordinator, you may also have the opportunity to complete a Student Feedback on
Teaching (SFT) questionnaire to provide feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this Subject have recently been made:

– The Subject has been changed from one that was more broadly conceptual and theoretical to include experiential
activities, reflection and application (of theory) via problem solving and practice. The final exam has been
removed in favour of group reflection opportunities.

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 2 Learning and Teaching Activities

Teaching Topic Activities Tutorial Assessment Details Assessment Due

Weeks
Week 1 Welcome: Subject and Review all vUWS materials and Subject Overview. What
12-05-2025 Assignment overview videos for this week. Read the makes a Leader.
subject documentation and Understanding Positional power
assessments on vUWS. and genuine authority
Module 1: Introducing Read: Why the lean startup Creative thinking using the idea
entrepreneurship and the changes everything (Blank space;
entrepreneurial mindset 2013, pp 64-72) Creative thinking.

Week 2 Module 2: Lean startup Review all vUWS materials and Creating Teams This is a compulsory
19-05-2025 concept using the Business videos for this week. Read: Team idea generation Continue attendance class
Canvas Model Chapter 4; Opportunity Creative thinking using the idea
exploration (Rae 2007, pp space,
66-96) BMC Starter,
Discussion: Planning for
problems

Week 3 Module 3: Business Model Review all vUWS materials and Team process on BMC for their
4

26-05-2025 Canvas videos for this week. venture:

Read: Business Model BMC Focus is Customer

generation: a handbook for Segment and Value Proposition
visionaries, game changers, In Group session: Customer
and challengers (Osterwalder Research - on group venture
et al. 2010).

Please watch the PoKemon Go

video on vUWS as this will
guide you on the complexity
expected in your BMC.
Week 4 Module 4: Business Module Review all vUWS materials and Discuss: Teece Dynamic The 3 excel spreadsheets on
02-06-2025 Canvas Development cont. videos for this week. Capabilities. cost and revenue structures
should be started in class

Read: Business models, BMC Focus: Product Pricing

business strategy and and Business Cost Structures
innovation (Teece 2010
pp172-194)
 Teaching Topic Activities Tutorial Assessment Details Assessment Due
Weeks
Week 5 Module 5: BMC and Review all vUWS materials and BMC Focus Marketing,
09-06-2025 entrepreneurial learning. videos for this week. Customer Relations and Critical
Partners

Read: Engineering student’s

experiences in studying
entrepreneurship (Taks et al.
2014)

Week 6 Module 6: Bringing an idea to Review all vUWS materials and BMC Focus Key Resources and
16-06-2025 harvests videos for this week. Key Activities

Read: Chapter 2; Stand and

deliver (Soorjoo 2012 pp
17-27) and Chapter 3; Engage
and inspire (Soorjoo 2012 pp
27-37)

Week 7 Module 7: Presentation Skills Review all vUWS materials and Presentation Skills
23-06-2025 and ’the pitch’ videos for this week.
5

Read: Identification and

instruction of important
business communication skills
for graduate business
education (Conrad &
Newberry 2012 pp 112-120)

Week 8 Module 8: Introducing ’Images Review all vUWS materials and Initial images of Applied project - Team - 1A Applied Project
30-06-2025 of Leadership’ project videos for this week. leadership.Discussion on how we Business Model Canvas
construct our image of (BMC) (30%) due 11:59pm
leadership.What is leadership, Sunday Week 8 (Vietnam
cultural and environmental Time)
impacts

Read: Why you should have a

leadership philosophy
(Deirerlein 2015 pp13-18)
 Teaching Topic Activities Tutorial Assessment Details Assessment Due
Weeks
Week 9 Module 9: Leadership in Global Review all vUWS materials and Discussion on the Global Individual Pitch recorded - 1B Presentation - Business
07-07-2025 contexts videos for this week. changes of leadership and video (30%) due 11:59 pm Pitch
leadership behaviour in the last Sunday Week 9 (Vietnam
decade. Corporate and political Time)
changes in the flattening world.

Read Leading through core Commence leadership image

values (Carlson 2015) and blog: upload your image and
Comprehensive leadership tags.
review - Literature, theories
and research (Busse 2014).

Leadership Image Blog:

Respond to all members of your
group’s images and engage in
constructive dialogue.

Week 10 Module 10: Developing new Review all vUWS materials and Group Collaboration on the Create your group image and
14-07-2025 leaders videos for this week. Image of Leadership exercise discuss why this reflects your
group leadership view.
6

Read The rise of true north

leaders (George 2016, pp. 30-
35) and Authentic leadership
development: getting to the
root of positive forms of
leadership (Avolio & Gardner
2005, pp. 315-338).

Week 11 Module 11: Leaders in the Review all vUWS materials and Leadership in the Global
21-07-2025 future videos for this week. Context; how did different
countries address the Covid 19
Crisis and what can we learn
from this.
 Teaching Topic Activities Tutorial Assessment Details Assessment Due
Weeks
Read Future leadership
competencies: from foresight
to current practice (O’Brien &
Robertson 2009, pp 371-380)
and Leadership is a
conversation: How to improve
employee engagement and
alignment in today’s flatter,
more networked organizations
(Groysberg & Slind 2012, pp
76-84)

Week 12 Module 12: Leaders in the Review all vUWS materials and Subject Review SFT/SFU This is a compulsory
28-07-2025 future videos for this week. attendance class. Non
attendance without following
the university special
consideration/disruption to
studies policy will result in a
Fail for the subject. In the
extreme unforeseen case that
7

you cannot attend you must

contact the subject
coordinator within 24 hrs and
complete the special
consideration form.

Read Future leadership

competencies: from foresight
to current practice (O’Brien &
Robertson 2009, pp 371-380)
and Leadership is a
conversation: How to improve
employee engagement and
alignment in today’s flatter,
more networked organizations
(Groysberg & Slind 2012,
pp76-84)
 Teaching Topic Activities Tutorial Assessment Details Assessment Due
Weeks
Week 13 EXAM WEEK EXAM WEEK EXAM WEEK Assignment 3: Portfolio - Portfolio
04-08-2025 (SELF-STUDY) (SELF-STUDY) (SELF-STUDY) -’Images of leadership’ online
blog (40%) due 11:59pm
Sunday week 13

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
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3 Assessment Information

3.1 Subject Learning Outcomes

Outcome
The School of Business is an AACSB (Association to Advance Collegiate Schools of Business)
accredited School. Accreditation results from an extensive self-review and an international peer
evaluation against rigorous criteria and standards of quality academic and professional excellence.
The process is one of continuous improvement and includes ongoing assessment of whether learning
activities and resources are well aligned to program goals and learning outcomes. Assurance of
learning (AoL) forms part of the accreditation standards for AACSB. Information regarding the subjects
that are involved in the AoL process for your program can be found on the following webpage
https://www.westernsydney.edu.au/schools/sobus/assurance_of_learning
1 Apply knowledge of entrepreneurship in business innovation
2 Engage in effective collaborative learning to produce an authentic business artefact
3 Reflect on the skills and qualities required to develop an ’entrepreneurial mindset’
4 Apply knowledge of entrepreneurship in preparing, and delivering, a business presentation
5 Critically evaluate understandings of leadership based on experiential and theoretical learning

3.2 Assessment Summary

The assessment items in this subject are designed to enable you to demonstrate that you have achieved the subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this subject you must:

The assessment items in this subject are designed to enable you to demonstrate that you have achieved the subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this subject you must:

- Complete all assessment items.
- Achieve an overall mark of 50 per cent.
- Achieve the mandatory attendance threshold requirement of 80 per cent of classes.

Note: It is required that students complete all available assessment elements. An automatic Fail Non-
Submission grade must be awarded if any assessment task is not submitted/completed as per the details
specified

In the extreme case that you cannot attend you must immediately email Student Advisor Team ([email protected]
and provide appropriate documentation explaining your absence.

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 Item Weight Due Date SLOs Assessed Mandatory Threshold
1A Applied Project 30% Week 8 ( 11:59 PM Sunday, 1, 2, 3 Yes No
06th July 2025) (Vietnam time)
1B Presentation - 30% Week 9 (11:59 PM Sunday, 4 Yes No
Business Pitch 13th July 2025) (Vietnam time)
Portfolio 40% Week 13 (11:59 PM, Sunday, 2, 5 Yes No
10th August, 2025) (Vietnam
Time)

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a process
whereby the subject coordinator regulates the marking of individual markers to achieve consistency in the application
of subject objectives, performance standards and marking criteria. You should note that consistent with the Criteria
and Standards-Based Assessment policy, the final marks for the cohort may be also adjusted if marks are very high
or low or there are inconsistencies between teams. Marks for an individual piece of assessment will not be changed
after you have your moderated results.

The Assessment Policy provides that assessment feedback is available to students in a timely way.Your lecturer/tutor
will normally provide you with your mark and written feedback within two to three weeks of the submission date,
given that your assessment is submitted on the due date.

Note: It is required that students attempt all available assessment elements. An automatic Fail Non - Submission
grade will be awarded if any assessment task is not submitted/completed as per the details specified.

Academic Integrity and Student Misconduct Rule

Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:

– be familiar with the policies listed below;

– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.

Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed.

The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney
University programs taught by other education providers. You must not engage in academic, research or general
misconduct as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified
documentation in support of requests to redo, resit or extend submissions, including sitting of deferred examinations,
as instances of general misconduct.

More information is available in the Academic Integrity Guidelines. It is your responsibility to apply these principles
to all work you submit to the University.

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Disruption to Studies and Requests for Extensions

Western recognises that there may be times when things outside of your control impact your ability to complete your
studies.

You can complete the ”Request an extension or apply for a Disruption to Studies Provision” to request that you are:

– granted an extension,
– excused from a compulsory teaching activity,
– provided an alternate assessment such as a supplementary, or
– awarded another Disruption to Studies Provision.

Before you fill in the form, you should:

– Compile any documentary evidence that you have which demonstrates that you have been impacted by an
event outside of your control.
– The Supporting Documentation website outlines the type of documents that you can submit to substantiate
any impact.

Please note that if you don’t have documents, you should still submit the form but you may be asked for documentation
at a later stage.

Need help?

If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:

– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.

Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.

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3.2.1 1A Applied Project

Weight: 30%
Type of Collaboration: Group
Due: Week 8 ( 11:59 PM Sunday, 06th July 2025) (Vietnam time)
Submission: Written Report submitted through Turn It In
Format: A group project producing a written Word document outlining your start up
concept and employing the Business Model Canvas; BMC.
Length: Start up development (1,500 words)
Use of Artificial Intelligence: The use of AI is approved for research and problem solving within the project
but the final report must be produced fully by team members and not through
AI. Any data, quotes, or other materials produced by AI and used in the reports
must be correctly identified, cited and referenced.

Instructions:

Assignment 1A: Applied project - Business Model Canvas (BMC)

Word limit: 1500 words Weighting: 30%

Due date: 11:59 PM, Sunday (Week 8 )

After you have read this information, head over to the Assignment 1A Q&A discussion board to ask any questions
and see what your peers are saying about this assignment.

Assignment overview

This assignment will enable you to develop your ’entrepreneurial mindset’ and your understanding of how to initiate
an entrepreneurial venture using problem-based learning (PBL).

The assignment involves two key components:

- Assignment 1A: Business Model Canvas (BMC) (30%) (Team)

- Assignment 1B: Individual recorded pitch (30%) (Individual)

This assignment page refers to Assignment 1A, which requires you to engage in team collaboration, for which you
will create a team in week 2 class to develop a lean start-up entrepreneurial venture using the ’Business Model
Canvas’ (BMC) as the template and a 1500-word team submission on your BMC.

This assignment supports subject learning outcomes 1,2, and 3.

Assignment details

The core aim of the team Business Model Canvas (BMC) is to develop an entrepreneurial mindset and actively learn
by engaging in problem-solving. Entrepreneurs use their abilities to imagine and identify market opportunities often
building on innovations or finding uncontested market spaces. They develop and enact strategies to create new
products and services.

To complete Assignment 1A: Business Model Canvas (BMC), work your way through the following steps:

Step 1: Create a team, in week two tutorial. This is a compulsory attendance week.

You should decide as a team on the best way to work on this assignment. How will you communicate and when?

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Who will be responsible for certain roles within the team? How will tasks be allocated equally?

Note: this project requires all group members to participate in all BMC sections.

Step 2: Refer to Weeks 1-3 of the learning materials

Complete the weekly activities and participate in the weekly discussions. The work you put into these three weeks
will help lay the foundations for this assignment.

Step 3: Develop an idea (lean start-up)

NOTE: This idea cannot be a stand alone APP. (one linked to a product e.g. a robot vacuum controlled by an app
is accepted) An app where all the product or service is within the app is not permitted. This is due to the complex
nature of this product.

As a team, actively collaborate to develop an idea (lean start-up) and use this idea to populate the business model
canvas. All nine building blocks of the business model need to be completed using lean start up method principles.

The BMC contains the following building blocks:

1. Customer segments.
2. Value proposition.
3. Distribution channels.
4. Customer relationships.
5. Revenue streams.
6. Key resources.
7. Key activities.
8. Key partners.
9. Cost structure.

Step 4: Compile the following completed items for submission

The following items will need to be submitted as part of this task:

- Description of your lean start-up entrepreneurial venture.

- Completed Business Model Canvas template (nine building blocks typed up).
- A discussion on the building blocks.
- The financial breakdowns of the venture employing the provided excel spreadsheets.
- A summary of how you applied the lean method principles in the development of your BMC.

In maintaining the word count for this assignment, you will need to keep your writing clear, succinct and to the point.

The team BMC should be submitted as one document by one nominated team member by the due date
in Week 8

Step 5: Read through Assignment 1B: Applied project - Individual business pitch.

Begin preparing your business pitch based on the BMC. The business pitch is for investment into the business.

Step 6: Consider how your work will be assessed

View the marking rubric under Assignment criteria to see a detailed break-down of how your work will be assessed.

This is an excellent place to start your preparations for this assignment.

Refer back to the marking rubric frequently to make sure you are meeting the requirements.

Additional resources

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In-text citation and referencing must use the Harvard WesternSydU (https://youtu.be/KX-w8gwMTbQ?feature=shared)
style.

Submission details overview

This assignment will be submitted via Turnitin. You will find the relevant link in vUWS. Please allow a 24-hour
turnaround for an originality report to be generated.

Assignment support

Don’t forget that in addition to your lecturers who provide discipline-specific content advice, you can access the 24/7
draft writing service from Studiosity which will give you academic feedback on a draft of your assignment.

Assignment criteria

1. Identification of a lean start-up entrepreneurial venture that represents a ’new’ or ’innovative’ idea.
2. Business Model Canvas (BMC) components are well developed and illustrate integrative thinking and are based
on sound research.
3. Lean start-up principles applied in the development of the BMC, demonstrating development of an entrepreneurial
mindset.
4. Quality of final BMC presentation in relation to structure, visual appeal and spelling.

Assessment declaration and statement of authorship

I have read and understood the guidelines on Academic honesty and plagiarism ( https://www.westernsydney.edu.
au/studysmart/home/study_with_integrity )

By submitting your work using this link you are certifying that:

- You hold a copy of this submission if the original is lost or damaged.

- No part of this submission has been copied from any other student’ s work or from any other source except where
due acknowledgement is made in the submission.

- No part of this submission has been submitted by you in another (previous or current) assessment, except where
appropriately referenced, and with prior permission from the teacher/tutor/supervisor/ Subject Coordinator for this
subject.

- No part of this submission has been written/produced for you by any other person except where collaboration has
been authorised by the teacher/tutor/ supervisor/Subject Coordinator concerned.

- You are aware that this submission will be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).

- You are aware that this submission may be de-identified and reproduced in part or in full as an example for future
students.

- You will not make this submission available to any other person unless required by the University

I agree and acknowledge that:

- I have read and understood the declaration and statement of authorship above
- I accept that use of my Western Sydney University Online account to electronically submit this assignment constitutes
my agreement to the Western Sydney University Online Assessment Declaration.
- If I do not agree to the Western Sydney University Online Assessment Declaration in this context, the outcome of
my assignment may not be valid for assessment purposes and may not be included in my aggregate score for this

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subject.
- I am aware that it is not acceptable to resubmit the same piece of work (in part or as whole) for multiple assignments
without permission from the Subject Coordinator.

Prior to submitting your assignment please refer to the Academic integrity=checklist https://www.westernsydney.
edu.au/__data/assets/pdf_file/0009/1179045/Academic_integrity_checklist.pdf to ensure the integrity of your
submission.

Further information relating to the penalties for plagiarism, which range from a formal caution to expulsion from
the University, is contained in the Western Sydney University Online Academic honesty and plagiarism ( https:
//www.westernsydney.edu.au/studysmart/home/study_with_integrity/what_is_it ) page.

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Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Identification of a Team identifies an Team identifies a Team identifies a Team satisfactory Did not meet
lean start- up exceptional business more advanced very good business identifies a business criterion
entrepreneurial idea/market business idea/market idea/market
venture that opportunity that idea/market opportunity that opportunity that
represents a ’new’ represents a ’new’ opportunity that represents a ’new’ represents a ’new’
or ’innovative’ idea. or ’innovative’ idea. represents a ’new’ or ’innovative’ idea. or ’innovative’ idea.
or ’innovative’ idea.
3 Marks
Business Model Highly developed Very good Good development Satisfactory Did not meet
Canvas (BMC) and integrated development and and integration of development and criterion
components are BMC with all integration of BMC BMC components integration of BMC
well developed and components components and and research is components and
illustrate integrative interconnecting in a research is clearly mostly evident in research is
thinking and are sophisticated evident in the the construction of somewhat evident
based on sound manner and well construction of the the BMC. in the construction
research. informed by BMC. of the BMC.
research.
8 Marks
Lean start-up Exceptional Very Good evidence Good evidence of Basic evidence of Did not meet
principles applied in evidence of Lean of Lean Start-Up Lean Start- Up Lean Start- Up criterion
the development of Start-Up principles principles being principles being principles being
the BMC, being applied and applied and basic applied and basic applied and basic
demonstrating basic development development of an development of an development of an
development of an of an entrepreneurial entrepreneurial entrepreneurial
entrepreneurial entrepreneurial mindset. mindset. mindset.
mindset. mindset.

8 Marks
Financial Excellent Very good Good development Satisfactory Did not meet
application development and development and and integration of development and criterion -
Including 3 excel integration of integration of financials within the integration of Irrational,
spreadsheets financials within the financials within the BMC components financials within the assumptions, poor
provided BMC components BMC components and research is BMC components understanding of
and research is and research is somewhat evident. and research is costs, wages
8 Marks Clearly evident. Clearly evident. Costs, wages, somewhat evident. unrealistic
Costs, wages, Costs, wages, product costs very Costs, wages,
product costs very product costs very logical. Usable product costs
logical. Highly logical. Usable assumptions. Some logical. Some small
usable assumptions. assumptions. No small application application errors.
No application application errors. errors.
errors.
Quality of final Outstanding Very Good Good Satisfactory Satisfactory Did not meet
BMC presentation presentation of final presentation of final presentation of final presentation of final criterion
in relation to BMC, in relation to BMC, in relation to BMC, in relation to BMC, in relation to
structure, visual structure, visual structure, visual structure, visual structure, visual
appeal and spelling. appeal and spelling. appeal and spelling. appeal and spelling. appeal and spelling.

3 Marks

16
3.2.2 1B Presentation - Business Pitch

Weight: 30%
Type of Collaboration: Individual
Due: Week 9 (11:59 PM Sunday, 13th July 2025) (Vietnam time)
Submission: Recorded MP4 video uploaded to vUWS
Format: Presentation, recorded via Zoom recording tools, with the use of PowerPoint
or Prezi or other visual aids . The Presentation will be 4-5 minutes (5 minutes
maximum) and recorded as an MP4.
Length: 4-5 minutes
Use of Artificial Intelligence: This presentation and any presentation materials must be created and
produced by the student and not through AI tools. Any data, quotes or other
materials produced by AI (such as problem solving or research activities prior
to the presentation production) must be correctly cited and referenced.

Instructions:

Assignment 2: Presentation - Individual business pitch

Word limit: N/A Weighting: 30%

Due date: 11:59 PM, Sunday (Week 9)

Assignment overview

The purpose of this assignment is to develop knowledge and know-how in practice in preparing and delivering an
oral business presentation. Individually, you will be required to develop and deliver a 5 minute business pitch on your
lean start-up entrepreneurial venture to potential investors. You will record this pitch and upload to vUWS by the
due date. Technical drawings and Financial charts may be used by all members of the group but all other slides and
presentation content should be individual. The recording will be stopped after 5 minutes and excess content will not
be marked. The presenter will be seen in the presentation (thumbnail) at all times. It is recommended that you use
Zoom to record the presentation as this provides the technical requirements.

Assignment details

To complete Assignment 1B: Presentation - Individual business pitch, work your way through the following steps:

Step 1: Structure around the Business Model Canvas concept

Your presentation should be a ’business pitch’ structured around the Business Model Canvas concept.

The presentation or pitch does not need to cover all elements of the BMC, rather you should create a pitch that
aims to convince the audience (as potential investors) that your lean start-up venture is a worth while investment.
Consider the class and your lecturer as Venture Capital or Angel investors.

Step 2: Use academic literature and market research to support your pitch

You will be assessed on how well you demonstrate research skills in the preparation of your presentation.

Step 3: Decide how you will present your business pitch

You may use presentation tools such as Powerpoint or Prezi to support your business pitch, however you are re-

17
quired to be in your presentation as your presentation skills are being assessed. Using Zoom to record both yourself
and your slides (using the share screen function) is an efficient and recommended way to record your MP4.

Your presentation should consist of 5 minutes maximum and be recorded as MP4.

Step 4: Consider how your work will be assessed

View the marking rubric under Assignment criteria to see a detailed break-down of how your work will be assessed.
This is an excellent place to start your preparations for this assignment.

Refer back to the marking rubric frequently to make sure you are meeting the requirements.

Additional resources

In-text citation must use the Harvard WesternSydU style.

Submission details overview

The presentation will be submitted via vUWS dropbox by 23:59, Sunday Week 09

Assignment support

Don’t forget that in addition to your lecturers who provide discipline-specific content advice, you can access the 24/7
draft writing service from Studiosity.

Assignment criteria

1. Presentation skills.
2. Integrative thinking evident.
3. Self-regulative knowledge evident.
4. Able to structure presentation clearly and cohesively.
5. Able to communicate the opportunity in a meaningful way to investors.
6. Clearly communicates financial aspects of the opportunity.
7. Able to use sound grammar and spelling any visual material or handouts.
8. Demonstrates sound research skills in preparation of presentation

Assessment declaration and statement of authorship

I have read and understood the guidelines on Academic honesty and plagiarism ( https://www.westernsydney.edu.
au/studysmart/home/study_with_integrity )

By submitting your work using this link you are certifying that:

- You hold a copy of this submission if the original is lost or damaged.

- No part of this submission has been copied from any other student’ s work or from any other source except where
due acknowledgement is made in the submission.

- No part of this submission has been submitted by you in another (previous or current) assessment, except where
appropriately referenced, and with prior permission from the teacher/tutor/supervisor/ Subject Coordinator for this
subject.

- No part of this submission has been written/produced for you by any other person except where collaboration has
been authorised by the teacher/tutor/ supervisor/Subject Coordinator concerned.

- You are aware that this submission will be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).

18
- You are aware that this submission may be de-identified and reproduced in part or in full as an example for future
students.

- You will not make this submission available to any other person unless required by the University

I agree and acknowledge that:

- I have read and understood the declaration and statement of authorship above
- I accept that use of my Western Sydney University Online account to electronically submit this assignment constitutes
my agreement to the Western Sydney University Online Assessment Declaration.
- If I do not agree to the Western Sydney University Online Assessment Declaration in this context, the outcome of
my assignment may not be valid for assessment purposes and may not be included in my aggregate score for this
subject.
- I am aware that it is not acceptable to resubmit the same piece of work (in part or as whole) for multiple assignments
without permission from the Subject Coordinator.

Prior to submitting your assignment please refer to the Academic integrity=checklist ( https://www.westernsydney.
edu.au/__data/assets/pdf_file/0009/1179045/Academic_integrity_checklist.pdf) to ensure the integrity of your
submission.

Further information relating to the penalties for plagiarism, which range from a formal caution to expulsion from
the University, is contained in the Western Sydney University Online Academic honesty=and plagiarism ( https:
//library.westernsydney.edu.au/main/guides/turnitin/academic-honesty )

19
Marking Criteria:

Criteria High Distinction Distinction Credit Pass Unsatisfactory

Verbal Speaks confidently Speaks confidently. At times volume, Volume, tone and Does not use
communication in and enthusiastically. Speaks clearly at tone and pace is pace is inconsistent. volume, tone, pace
effective business Speaks clearly at good pace and inconsistent. Several grammatical that is appropriate
presentation good pace and volume. No Occasional or pronunciation to audience and
2 Marks volume. No grammatical or grammatical or errors. Inconsistent context. Many
grammatical or pronunciation errors pronunciation error. use of grammatical or
pronunciation errors that obscures Overall good discipline-specific pronunciation
that obscure meaning. Uses attempt at using language errors; lack of
meaning. Uses discipline-specific discipline-specific discipline-specific
discipline-specific professional language language
professional language
language
Non-verbal Demonstrates body Demonstrates body Demonstrates some Displays confidence Demonstrates lack
communication for language that is language that is confidence through through posture in of confidence
effective business confident with good confident with good comfortable posture parts of the through distracting
presentation eye contact and eye contact and and good eye presentation. At mannerisms and
2 Marks posture at a posture at a contact through times shows some little eye contact
consistent professional most of the attempt of eye through
professional standard throughout presentation contact with presentation
standard throughout presentation audience.
presentation
Interact with Interacts with Interacts with Interacts with Attempts to engage Little or no attempt
audience to audience in an audience in a audience to promote audience at times to engage audience.
enhance responsive attentive some engagement. through
communication professional manner professional manner presentation.
2 Marks that promotes that promotes
engagement engagement
Presentation Communicated the Communicated the Communicated the Communicated the Did not meet
Content idea very well, idea very well, idea well, succinctly core points of the criterion. Did not
10 Marks succinctly and succinctly and and effectively. business and the address the
effectively. effectively. Addressed the potential value of audience as
Addressed the Addressed the value/need of the the idea and potential investors
value/need of the value/need of the product/service business viability and failed to
product/service product/service effectively. Able to convince of business
effectively. Able to effectively. Able to convince the opportunity
convince the convince the audience of the
audience of the audience of the viability of the
viability of the viability of the business/idea.
business/idea and business/idea.
to engage in clear
investment process.
Financial Excellent Communicates the Communicates the Communicates the Did not meet
Communication communication. core points of the core points of the core points of the criterion. Failed to
5 Marks Communicates the financials and the financials and the financials and the discuss finances.
core points of the potential value of potential value of potential value of Put whole
financials and the the idea and the idea and the idea and spreadsheets in the
potential value of business viability in business viability in business viability. slides. Unreadable,
the idea and a very clear and a clear and succinct Slides contain does not clearly
business viability in succinct way. Slides way. Slides contain required information address appropriate
a clear and succinct contain required required information only Includes cost of financials including
way. Slides contain information only only and are visually product, potential cost of product,
required information and are visually pleasing and usable. best, worst, potential best,
only and are visually pleasing and usable. Includes cost of expected profit over worst, expected
pleasing and usable. Includes cost of product, potential time, asks for a set profit over time,
Includes cost of product, potential best, worst, investment and does not ask for a
product, potential best, worst, expected profit over discusses ROI set investment and
best, worst, expected profit over time, asks for a set ROI. Includes
expected profit over time, asks for a set investment and irrelevant
time, asks for a set investment and discusses ROI in a information
investment and discusses ROI in a way that engages
discusses ROI in a way that engages the potential
way that engages the potential investor well
the potential investor well
investor well
Able to structure Effective integrated Able to construct a Relatively clear Basic line of Did not meet
presentation clearly abstract concepts coherent, sustained organization of argument is criterion.
and cohesively and theories into an and well ideas, but work still apparent, but Didi not engage
5 Marks engaging and substantiated line of needed for a improvement is audience effectively.
intellectually argument cohesive needed to create a
stimulating throughout the presentation and cohesive
presentation presentation sustained line of presentation with a
argument sustained line of
argument

Continued on next page

20
 (Continued)

Able to use sound Sound grammar, Very good grammar Relatively good Some grammatical, Did not meet
grammar and punctuation and and punctuation grammar and punctuation and criterion Poor
spelling in any spelling as part of a throughout. Above punctuation. spelling errors. Uses attention to detail,
visual material or smooth and elegant average research Occasional errors in only basic sources of multiple mistakes or
handouts writing style. skills. Effective punctuation and information/sources inconsistencies
Demonstrates Outstanding searches for less spelling. Good No/Poor research,
sound research research skills, obvious academic research skills. poor application of
skills in preparation showing sources, showing Effective use of research
of presentation independence and independence and obvious
4 Marks initiative. Effective initiative. information/academic
searches that go sources.
beyond obvious
materials.
Consistent and
integrated use of
academic sources

21
3.2.3 Portfolio

Weight: 40%
Type of Collaboration: Individual
Due: Week 13 (11:59 PM, Sunday, 10th August, 2025) (Vietnam Time)
Submission: Word document submitted via Turn It In
Format: Written Word document with digital images included.
Length: 1,500 words
Use of Artificial Intelligence: This Portfolio is based in personal reflection and self analysis, aligned with
theory. As such, the use of AI tools is inappropriate and cannot be used.

Instructions:

Assignment 3: Portfolio - Images of leadership online blog

Word limit: 1500 words Weighting: 40%

Due date: 11:59 PM, Sunday (Week 13)

Assignment overview

This learning portfolio is your own blog linked to the weekly activities. The purpose of this assignment is to expand
and consolidate your knowledge on the ’leadership’ concepts explored in Modules 08 -11

Assignment details

The assignment is based on what are described as constructivist approaches to learning, providing you the opportunity
to:

- review leadership theories and juxtapose these against those your own theories.
- critically reflect on how your own theories of leadership were influenced or reformulated by the program readings
and activities (explicit theory)
- identify and critically discuss any particular aspects of leadership that you would like to strengthen as part of your
own personal and professional development.
- demonstrate use of conceptual theoretical knowledge.
- creation of new knowledge and skills evident in final summary.
- able to structure clearly and cohesively, with style and fluency.
- able to use sound grammar and spelling and appropriate academic referencing. Depth of sources and accuracy in
adherence to referencing standards.

To complete Assignment 3: Portfolio - Images of leadership online blog, work your way through the following steps:

Step 1: Refer back to Weeks 08-11 of the learning materials

Take note of the ’Apply your learning’ areas, complete the weekly activities and participate in the weekly discussions.
The work you put into these four weeks will help lay the foundations for this assignment.

Step 2: Create your own original digital image

Create your own original digital image (e.g. a photograph not from the internet) that best captures the act of
’leading’ or ’leadership’ from your individual perspective.

22
Note: This image should represent your ’lay’ concept of leadership and not be informed by any theories or leadership
literature at this stage.

Step 3: Set up your blog

Set up your individual blog in vUWS and upload your image of leadership.

Tag your individual image with three words that you think are most emblematic (i.e. serve as a symbol of the concept)
of leadership.

Write an explanation of your image and words in your blog. In your written explanation, make reference to some
relevant literature on leadership to highlight the links between your lay understandings of leading and theories of
leadership. (30 to 50 words)

Step 4: Share your blog and start collaborating

Share your blog with your collaborative group (assigned to you in week 08). Each member of the group must
comment on all other members of the group’s blogs. By responding to their comments on your blog, you can further
demonstrate your capacity to collaborate with others in developing your concepts.

Note: You are encouraged to actively respond to comments and engage with and reference literature on leadership
in doing so.

Step 5: Week 10: Create an original team image

In your groups, work collaboratively to create an original group definition of Leadership and use this to create an
image tagged with three words. This image should represent the group’s collective perception of leadership.

Note: During this process, how did you reformulate your ideas about leadership? Ensure you discuss this in your
submission.

Step 6: Complete your blog with the group definition and image

Step 7: The Portfolio

Compile your written blog and pictures into a Word document for submission This will be part of the appendix.

The final written portfolio component should be 1500 words long.

The Portfolio should include:

Write your own explanation for the team’s choice of image, identifying connections to relevant theory on leadership.

Compare and contrast your initial depiction of leadership and your revised understanding. Highlight the different
theoretical approaches on leadership.

Outline how you have deepened your understanding and knowledge of leadership through the collaboration.

Conclude by discussing key aspects of leadership that you would like to strengthen as part of your future personal
and professional development.

Reference List

The following items should be included in your final blog submission as part of the appendix:

- One individual digital image tagged with three words

- One team digital image tagged with three words
- At least two peers’ comments
- Your written blog (including your individual analysis).

23
- Online collaboration comments.

Note: Blogs that contain comments from peers and show collaboration, interaction and social learning will likely
achieve higher marks based on the criteria below. Blogs that integrate conceptual and theoretical knowledge with that
knowledge and understanding developed in the practical experiential exercises are more likely to meet the higher-level
criteria set out below. Please read the assignment criteria carefully.

Note: The appendix and reference list is not included in the word count.

Step 8: Consider how your work will be assessed

View the marking rubric under Assignment criteria to see a detailed break-down of how your work will be assessed.
This is an excellent place to start your preparations for this assignment.

Refer back to the marking rubric frequently to make sure you are meeting the requirements.

Additional resources

In-text citation and referencing must use the Harvard WesternSydU (https://youtu.be/KX-w8gwMTbQ?feature=shared)
style.

Submission details overview

This assignment will be submitted via Turnitin. You will find the relevant submission point below. Please allow a
24-hour turnaround for an originality report to be generated.

Assignment support

Don’t forget that in addition to your lecturers, who provide discipline-specific content advice, you can access the
24/7 draft writing service from Studiosity.

Assignment criteria

1. Demonstrates use of practical/experiential knowledge, and demonstrates how ’lay’ theories of leadership were
changed and shaped by experiential activity.
2. Demonstrates conceptual theoretical knowledge and integrative thinking.
3. Sociocultural knowledge evident/negotiated meaning/can explain how lay theories of leadership changed based on
others’ reactions/input.
4. Creation of new knowledge/critical reflection/changing and shaping of concepts evident.
5. Demonstrates sound research skills/use of quality academic sources.
6. Able to use appropriate grammar and spelling and appropriate academic referencing. Sufficient depth of sources
and accuracy in adherence to referencing standards.

Assessment declaration and statement of authorship

I have read and understood the guidelines on Academic honesty and plagiarism ( https://www.westernsydney.edu.
au/studysmart/home/study_with_integrity )

By submitting your work using this link you are certifying that:

- You hold a copy of this submission if the original is lost or damaged.

- No part of this submission has been copied from any other student’ s work or from any other source except where
due acknowledgement is made in the submission.

- No part of this submission has been submitted by you in another (previous or current) assessment, except where

24
appropriately referenced, and with prior permission from the teacher/tutor/supervisor/ Subject Coordinator for this
subject.

- No part of this submission has been written/produced for you by any other person except where collaboration has
been authorised by the teacher/tutor/ supervisor/Subject Coordinator concerned.

- You are aware that this submission will be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).

- You are aware that this submission may be de-identified and reproduced in part or in full as an example for future
students.

- You will not make this submission available to any other person unless required by the University

I agree and acknowledge that:

- I have read and understood the declaration and statement of authorship above
- I accept that use of my Western Sydney University Online account to electronically submit this assignment constitutes
my agreement to the Western Sydney University Online Assessment Declaration.
- If I do not agree to the Western Sydney University Online Assessment Declaration in this context, the outcome of
my assignment may not be valid for assessment purposes and may not be included in my aggregate score for this
subject.
- I am aware that it is not acceptable to resubmit the same piece of work (in part or as whole) for multiple assignments
without permission from the Subject Coordinator.

Prior to submitting your assignment please refer to the Academic integrity=checklist ( https://www.westernsydney.
edu.au/__data/assets/pdf_file/0009/1179045/Academic_integrity_checklist.pdf ) to ensure the integrity of your
submission.

Further information relating to the penalties for plagiarism, which range from a formal caution to expulsion from
the University, is contained in the Western Sydney University Online Academic honesty=and plagiarism ( https:
//www.westernsydney.edu.au/studysmart/home/study_with_integrity/what_is_it ) page.

AI Usage in this submission:

As this Portfolio is a personal reflection on your learning and understanding of leadership and an alignment with
theory, coupled with a personal leadership skills audit, the use of any AI tools is inappropriate. Additionally, this
assessment is used to audit professional writing skills for the university quality evaluations. Therefore the use of AI
to edit the work is not permitted. AI tools include, but are not limited to: Chat GPT, Grammarly (this now uses
Chat GPT to rewrite sections of work), Quillbot, Deeple, any automated language translators.

The spelling and grammar tools in MS Word, static language translation (looking up individual words), static online
dictionaries are permitted.

If students use AI tools in this assessment, they will lose all professional writing, referencing marks and the sections
written by the AI tool will not be read. In cases where considerable AI has been used, the student will be referred
to the academic integrity committee. If you are unsure if a tool can be used please discuss this with the subject
coordinator.

25
Marking Criteria:

Criteria High Distinction Credit Pass Unsatisfactory

Distinction
Demonstrates use Student Student Student Student Did not meet
of demonstrates demonstrates demonstrates demonstrates criterion
practical/experiential significant learning learning and more learning and very satisfactory learning
knowledge, and and understanding advanced good understanding and some
demonstrates how significant learning understanding from emerging from understanding of
’lay’ theories of and understanding understanding from ’doing’ and ’doing’ and
’lay’ theories of from ’doing’ and ’doing’ and ’experiencing’ in ’experiencing’ in
changed and ’experiencing’ in ’experiencing’ in ’Image of ’Image of
shaped by ’Image of ’Image of Leadership’ online Leadership’ online
experiential activity Leadershiponline Leadership’ online and practical and practical
8 Marks and practical’ and practical exercises. Sound exercises. Adequate
exercises. Highly exercises. capacity to identify capacity to identify
developed capacity Well-developed tacitly held tacitly held
to identify tacitly capacity to identify concepts of concepts of
held concepts of tacitly held leadership and leadership and
leadership and concepts of compare/contrast compare/contrast
compare/contrast leadership and those to others. those to others.
those to others. compare/contrast
those to others.

Demonstrates Demonstrates Well integrated Some adept Satisfactory Did not meet
conceptual highly integrated knowledge evident integration of key integration of criterion
theoretical knowledge and using relevant relevant concepts, knowledge using key
knowledge and understanding of concepts, theories theories and other concepts, theories
integrative thinking relevant concepts, and other information on and other
7 Marks theories and other information on leadership. information on
information on leadership. leadership.
leadership.

Sociocultural Student Student Student Student Did not meet

knowledge demonstrates demonstrates strong demonstrates solid demonstrates some criterion
evident/negotiated outstanding ability ability to work with ability to work with ability to work with
meaning/can to work with/lead others embedded in others embedded in others embedded in
explain how lay others embedded in shared practices. shared practices. shared practices.
theories of shared practices. Mostly actively and Generally, engages Satisfactorily
leadership changed Always actively reflexively engages actiand problem engages in
based on others’ andreflexively in simulations and solving,vely in simulations and
reactions/input engages in problem solving, simulations role problem solving,
7 Marks simulations and role play or play or analytical role play or
problem solving, analytical tasks. tasks. analytical tasks.
role play or
analytical tasks.

Creation of new Demonstrates very Demonstrates solid Demonstrates Demonstrates Did not meet
knowledge/critical strong confidence in skills in self- confidence in emerging self- criterion
reflection/changing self-evaluation and evaluation and self-evaluation and awareness of
and shaping of reflection reflection reflection leadership concepts
concepts evident throughout the throughout the throughout the and some
7 Marks learning process. learning process. learning process. confidence in
Highly effective in Very effectively Adeptly shows self-evaluation and
articulating articulates development of reflection
development of development of leadership skills and throughout the
leadership skills and leadership skills and task-related learning process.
task-related task-related reflection. Adequately
reflection. reflection. demonstrates
development of
some leadership
skills and self-
awareness.

Demonstrates Outstanding Above average Good research skills. Uses only basic Did not meet
sound research research skills; research skills. Effective use of sources of criterion
skills/use of quality independence and Effective searches obvious information information.
academic sources. initiative. Effective for less obvious sources.
5 Marks searched that go academic sources,
beyond obvious showing
materials. independence and
Consistent use of initiative.
quality academic
sources

Continued on next page

26
 (Continued)

Writing Style Presents work of a Presents work of a Appropriate use of Basic use of Does not use
Articulate high professional professional discipline specific discipline specific discipline specific
information in a standard using standard using language, written language, written language, written
logical, flowing, discipline-specific discipline-specific work shows logic work shows a good work shows little
integrated manner language, written language, written and writing flows attempt at logic attempt at logic and
making it easy to work is logical, work is logical, easy well although at times has a disorganised
read integrated, easy to to read has a disorganised writing style
2 Marks read writing style

Presentation of Professionally Professionally Professionally Basic presentation Poor presentation

information presented with no presented with presented with some with spelling, with frequent
Present work in a spelling, grammar, minimal spelling, spelling, grammar, grammar and grammatical and
professional way in punctuation errors grammar, punctuation errors. punctuation errors. spelling errors
relation to and accurate choice punctuation errors
organisation, of words and accurate choice
content, formatting of words
and appropriateness
to audience and
context
2 Marks
Persuasiveness Articulates an Articulates an Articulates an Suitable attempt at Failed to provide
Communicates the argument in a clear, argument in a clear argument well articulating an clear information
ideas and competent way, and way, and presents drawing on some argument although and articulate an
conclusions presents substantial persuasive and discipline specific lacks some clarity argument
convincingly. and convincing convincing ideas theory/evidence,
2 Marks ideas using using discipline
discipline specific specific
theory/evidence theory/evidence

27
4 Readings and Resources

4.1 Essential Readings

Prescribed Textbook

There is no prescribed textbook for Leadership and Entrepreneurship. A custom list of key readings will be available
online through the WSU Library and Readings and Resources page on vUWS.

Essential Reading

Daft, R 2015 ’Entrepreneurial traits and behaviors’, in The leadership experience, 6th edn, Cengage, Australia, pp.
55-56.

DuBrin, A 2013, Leadership: research findings, practice and skills, South Western Cengage, Australia, pp. 173-201.

Frederick, H, O’Connor, A & Kuratko 2013, ’Entrepreneurship: evolution and revolution’, in Entrepreneurship: theory,
process and practice, Cengage Learning, Australia, pp. 2-35.

Frederick, H, O’Connor, A & Kuratko 2013, ’Global opportunities for entrepreneurs’, in Entrepreneurship: theory,
process and practice, Cengage Learning, Australia, pp. 405-439.

Guo, C & Bielefeld 2014, ’The many faces of social entrepreneurship’, in Social entrepreneurship: an evidence-based
approach to creating social value, Jossey-Bass, San Francisco, US, pp. 3-22.

Hisrich, R & Kearney, C 2014, ’The future Impact of innovation on consumers, business and government’, in Managing
innovation and entrepreneurship, Sage, Thousand Oaks, us, pp. 172-198.

Kuratko, D 2014, ’The entrepreneurial mind-set in individuals: cognition and ethics’, in Entrepreneurship: theory,
process and practice, 9th edn, South Western Cengage, Mason, US,

Legge, J & Hindle, K 2004, ’Entrepreneurship in corporations’, in Entrepreneurship: context, vision and planning,
Palgrave MacMillan, New York, pp. 253-275.

Lussier, R & Achua, C 2013, ’Leadership theory paradigms’, in Chapter 1, Leadership: theory, application and skill
development, South Western Cengage Learning, Australia, pp. 19-21.

Northouse, PG 2009 ’Being a leader’, in Introduction to leadership: Concepts and Practice, Sage, London, pp. 1-9.

Northouse, PG 2009, ’Addressing ethics in leadership’, in Introduction to leadership: concepts and practice, Sage,
London, pp. 157-177.

Northouse, PG 2013, Contingency theory, in Leadership: theory and practice, 6th edn, Sage, UK, pp. 123-136.

28
Northouse, PG 2013, Leadership: theory and practice, 6th edn, Sage, UK, pp.12-14.

Rae, D 2007, ’Personal enterprise: Connecting opportunities and personal goals’, in Entrepreneurship: from
opportunity to action, Palgrave MacMillan, London, pp. 40-64.

Yukl, G 2013, Leadership or management, in Leadership in organizations, Global edition (8th edn), Pearson, Essex,
England, pp. 22-23.

Yukl, G 2013, ’Leadership development’, in Leadership in organizations, Global edition (8th edn), Pearson, Essex,
England, pp. 367-388.

4.2 Recommended Readings

4.3 Other Teaching and Learning Resources

29
5 Key Teaching and Learning Policies

The University has several policies that relate to teaching and learning. Links to important policies affecting students
are below. It is your responsibility to ensure you familiarise yourself with these policies so that you are aware of your
rights and responsibilities.

– Assessment Policy
– Assessment Policy - Review of Grade Procedures
– Bullying Prevention Policy
– Disruption to Studies Policy
– Enrolment Policy
– Examinations Policy
– Learning and Teaching Policy
– Progression Policy
– Student Code of Conduct
– Student Misconduct Rule

30