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Unit outline_

SIEN3001: Social Entrepreneurship

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Social enterprises use business solutions to make a positive impact on the world. Oftentimes for-profit entities, they make money by solving social problems. Through working on a local project with social entrepreneurs, this unit provides students with the opportunity to learn how to apply their business knowledge and skills to address complex social and environmental problems such as those described in the UN’s Sustainable Development Goals (SDGs). Social entrepreneurs are committed to furthering a social mission and rank social, environmental or cultural impact on a par with, or even above, profit. At the intersection of business and not-for-profit organisations, these social entrepreneurs are now visible and having an impact on a global scale. This unit is structured around engaged inquiry-based learning, providing students with the opportunity to learn from theory and practice. Topics include critically reviewing concepts, challenges of growing a social enterprise, frameworks for understanding, sourcing funds from a variety of stakeholders, understanding and measuring social impact, as well as collaboration and leadership.

Unit details and rules

Academic unit Strategy, Innovation and Entrepreneurship
Credit points 6
Prerequisites
? 
Completion of 48 credit points
Corequisites
? 
None
Prohibitions
? 
IBUS3108
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Jarrod Vassallo, jarrod.vassallo@sydney.edu.au
Lecturer(s) Jarrod Vassallo, jarrod.vassallo@sydney.edu.au
Tutor(s) Adrian Harms, adrian.harms@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Participation Workshop participation
Engage in class, initiate discussion and foster a sense of community.
10% Ongoing Throughout
Outcomes assessed: LO1 LO5 LO4 LO2
Assignment Stakeholder Interview Journal
Provide evidence of identifying and validating a problem space.
20% Week 06
Due date: 02 Sep 2024 at 23:59

Closing date: 22 Sep 2024
800 words
Outcomes assessed: LO1 LO4 LO5
Presentation group assignment Practice and Final Pitch
Pitch your social enterprise solution.
30% Week 12
Due date: 14 Oct 2024 at 13:00

Closing date: 21 Oct 2024
2 x 10 minutes
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment group assignment Final Report
Create a business plan, including strategic vision, strategy and funding.
40% Week 13
Due date: 01 Nov 2024 at 23:59

Closing date: 21 Nov 2024
3,000 words
Outcomes assessed: LO1 LO2 LO3 LO4
group assignment = group assignment ?

Assessment summary

  • Practice and final pitch (30%): The assignment will comprise of creating and recording a video ‘pitch’ presentation (live option available for final pitch) in which you showcase your business plan (or investor memorandum), including the strategic vision, strategy, operational details, and funding plan that will attract the resources needed for launching and growing the enterprise. Individual grade to be weighted by peer evaluation to reduce risk of freeriding.
  • Final report (40%): The final report documentation will be the business plan (or investor memorandum), including the strategic vision, strategy and funding plan that will attract the resources needed for launching and growing your social enterprise. The document should provide sufficient operational detail to show how the product or service can be brought to market, and be supported with a financial spreadsheet forecasting the financial implications of the business strategy.  Individual grade to be weighted by peer evaluation to reduce risk of freeriding.
  • Stakeholder interview journal (20%): Provide evidence of identifying and validating a problem space relevant to your project through stakeholder interviews.
  • Workshop engagement and participation (10%): You are expected to prepare readings prior to class; engage with guests, lectures, and fellow students; initiate discussion and work for your projects; and foster a community of learning and practice. You will be assessed throughout the semester based on active participation and quality of interaction as opposed to volume. To pass this assessment task you are expected to attend more than 80% of classes, have prepared all readings each week, and coherently participate in discussions.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school. 

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school. 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Introduction to the course and projects; Philosophy of teaching; Context of social entrepreneurship. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 02 Social entrepreneurship definitions and overlapping concepts; Indigenous focused innovations; Action research overview, team formation, kick-off call questions. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 03 Kick-off calls; Brainstorming; Social enterprise business models. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 04 Action research (deeper dive). Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 05 Action research week (No Class). Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 06 Problem identification pitch and consultation session. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 07 Social enterprise strategy and pitfalls. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 08 Social impact – understanding and measuring it. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 09 Social enterprise finance. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 10 Mentoring session. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 11 Pitch doctor session; Teams given the option to pitch live and receive direct feedback. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Final pitch event. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Social enterprise reflection and critique + report doctor session. Block teaching (3 hr) LO1 LO2 LO3 LO4 LO5

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Identify and evaluate social entrepreneurship opportunities
  • LO2. Develop a strategy for a social enterprise
  • LO3. Prepare and present documentation to secure stakeholder support
  • LO4. Cultivate an empathetic mindset required of a successful social entrepreneur
  • LO5. Critically reflect on social entrepreneurship theory and practice

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Having already made changes to assessments and ULOs agreed by committees, minor 'sessional' changes were also just made to the due dates of the assessments (i.e., one due date was missing, and participation did not require a due date).

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.