- This is an individual task.
- The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
- You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Since some time ago you are considering launching a new venture. This task is about the different steps you need to take for both assuring the feasibility of your project and to take all the steps needed for building a successful business.
In this 1st part of the project, you have to develop following points
- Your traits as Entrepreneur (10 points)
- Brief description of the project (product, service….) (10 points)
- Explain why this is an opportunity (10 points)
- Social capital you are planning to use (10 points)
- Business plan. 1st Part (including but not exclusively) (60 points)
- Executive Summary
- Business Identity
- Objectives
- Marketing Plan
- Production Plan
Formalities:
- Wordcount: 2.200 words
- Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
- Font: Arial 12,5 pts.
- Text alignment: Justified.
- Harvard style in-text citations and bibliography
.
It assesses the following learning outcomes:
- Understand the importance of businessplan and apply skills to prepare afeasibility study of a new venture.
- Apply the analytical frameworks toprepare market and customer analysis.
- Understand the concept ofentrepreneurship and main traits of entrepreneurs.
- Categorize and assess businessopportunities and their feasibility
Rubrics
| Learning Descriptors | Fail Below 60% | Marginal Fail 60-69% | Fair 70-79 % | Good 80-89% | Exceptional 90-100% |
| Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
10% | Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
| Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
| Reasonable understanding and clearly identifies the purpose, goals, research questions or argument. Reflect partial achievement of learning outcomes.
| A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
| Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
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| Content
KNOWLEDGE & UNDERSTANDING
10% | Contentisunclear,inaccurateand/or incomplete. Brief andirrelevant. Descriptive. Onlypersonal views offered. Unsubstantiated and does notsupportthepurpose,argumentor goals of the project. Readergains no insight through thecontent of the project.
| Limited content that does notreallysupportthepurposeofthereport.Very poor coverage. Displays only rudimentaryknowledgeofthecontentarea.Readergainsfewifanyinsights
| Presents some information thatadequately supports the centralpurpose, arguments, goals, orresearchquestionsoftheproject.Although parts missing, itdemonstrates a level of partiallyproficient knowledge of thecontent area. Reader gains someinsights.
| Presentsclearandappropriateinformation that adequatelysupports the central purpose,arguments, goals or researchquestions of the project. Demonstratessatisfactoryknowledgeofthecontentarea.Readergainsproficientinsights.
| Presents balanced, significant andvalid information that clearly andconvincingly supports the centralpurpose, arguments, researchquestions or goals of the project.Demonstrates in-depth andspecialisedknowledgeofthecontentarea. The reader gains importantinsights
|
| Organization
COMMUNICATION
10% | Information/content is notlogically organized or presented.Topics/paragraphsarefrequentlydisjointedand fail tomakesensetogether. Reader cannot identifya line of reasoning and losesinterest.
| Information/content is not, attimes, logically organized orpresented.Topics/paragraphsare frequently disjointed whichmakes the content hard tofollow.Thereaderfindsithardtounderstand the flow of thereport.
| Information/contentispresentedin a reasonable sequence. Topic/paragraph transition isunclear in places with linkages forthemostpart.Readercangenerallyunderstand and follow the line ofreasoning, although work neededto be proficiently organized.
| Information/contentispresentedin a clear and understandablesequence.Topic/paragraphtransition is good with clearlinkages between sections andarguments. Reader canunderstandandfollowthelineofreasoning.
| Information/contentispresentedinalogical, interesting and effectivesequence.Topicsandargumentsflowsmoothlyandcoherentlyfromonetoanother and are clearly linked. Readercaneasilyfollowthelineofreasoningandenjoyedreadingthereport.
|
| Style & Tone
COMMUNICATION
5%
| Writing is poor, unclear andunengaging,andthereaderfindsit difficult to read and maintaininterest.Toneisnotprofessionalor suitable for an academicresearch project. Areorganization and rewrite isneeded.
| Writingisunengagingandreaderfinds it difficult to maintaininterest. Tone is not consistentlyprofessional or suitable for anacademicresearchproject.Workneeded on academic writingstyle.
| Writing is usually engaging andkeepsthereader’sattention.Toneis generally appropriate for anacademic research project,although a clearer and moreprofessional style and tone isneeded.
| Writing style and tone isgenerally good and sustainsinterest throughout. Tone isprofessionalandappropriateforan academic research project.
| Writing is compelling and sustainsinterest throughout. Tone isconsistently professional andappropriateforanacademicresearchproject.
|
| Use of References
COMMUNICATION
5%
| Littleornoevidenceofreferencesources in the report.Contentnot supported and based onunsubstantiatedviews.
| Most references are fromsources that are not peer-reviewed or professional, andhaveuncertainreliability.Fewifany appropriate citations areprovided. Reader doubts thevalidityofmuchofthematerial.
| Professionallylegitimatereferencesare generally used. Fair citationsare presented in most cases. Someoftheinformation/content/evidencecomes from sources that arereliable, but more academicsources needed to be convincing.
| Professionallyandacademicallylegitimate references are used.Clearandaccuratecitationsarepresented in most cases. Themajority of theinformation/content/evidencecomes from sources that arereliable.
| Presents compelling evidence fromprofessionally and academicallylegitimatesources.Attributionisclearand accurate. References are 75%from primarily peer-reviewedprofessional journals or otherapprovedsources.
|
| Formatting
COMMUNICATION
5%
| Researchprojectexhibitsnoformatting, orfrequentandsignificanterrorsinHarvardformatting.
| TherearetoomanyerrorsintheHarvard formatting to beacceptable as a partiallyproficientpiece.
| Harvardformattingisemployedinthe research project with minorerrors.A review and rework offormat and style of referencing intext and in the bibliography isneeded.
| Harvard formatting is usedaccurately and consistentlythroughouttheresearchproject,although some issues areapparentasthereaderisunableto find sources.
| Harvardformattingisusedaccuratelyand consistently throughout theresearchproject.Accuratehyperlinksare included where required, makingit easy for readers to review sources.
|
| Written Communication Skills
COMMUNICATION
5%
| The written project exhibitsmultiple errors in grammar,sentence structure and/orspelling.Inadequatewritingskills(e.g., weaknesses in languagefacility and mechanics) hinderreadability and contribute to anineffective research project.
| The written project exhibitserrors in grammar, punctuationandspelling.Thewrittenprojectcomes across as untidy and notproperly checked for mistakes.Errors present in writtencommunicationmakereadabilityfrustrating.
| Written research project displaysgood word choice, languageconventionsandmechanicswithafew minor errors in spelling,grammar, sentence structureand/orpunctuation.Errorsdonotrepresent a major distraction orobscuremeaning.
| Readabilityoftheprojectisgooddue to the clarity of languageused. Grammar, spelling andpunctuation is without error. Spellingandgrammarthoroughlychecked.
| Readabilityoftheprojectisenhancedby facility in language use/wordchoice. Excellent mechanics andsyntactic variety. Uses languageconventionseffectively(e.g.,spelling,punctuation, sentence structure,paragraphing, grammar, etc.).
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| Oral Communication Skills
COMMUNICATION
| Oral presentation cannot beunderstood because there is nological sequencing of researchinformation. Presenter usessuperfluous graphics or nographics;graphicsdonotsupportor relate to the informationpresented. Presenter reads mostor all of the project notes withlittleornoeyecontact.Presentermumbles,incorrectlypronouncesterms and/or speaks too quietly.Oral presentation rambles, is unclear and cannot be followedby the audience. Presenter isunprofessional,lacksconfidence,is uncomfortable and cannotanswer basic questions.
| Research information ispresentedinasequencethatattimes is difficult to follow. Graphicssupportandarerelatedtothecontentoftheproject,butpresenter reads from slides anddoes not talk around the topic.Presenter tries to maintains eyecontact with the audience butreads from notes too much. Presenter uses good voicedynamicsandclearlyenunciatesterms, however they are uncomfortable for the most partand finds it hard answeringquestions. Overall, the oralpresentation is delivered in aborderline manner and needsmorepracticeandpreparationtoreach required standards ofdelivery.
| Researchinformationispresentedin a sequence that the audiencecan follow. Graphics support andare related to the content of theproject. Presenter maintains eyecontact with the audience with afew minor exceptions; presenterreads from notes on a fewoccasions. Presenter uses goodvoice dynamics and clearlyenunciates terms. Presenter iscomfortableforthemostpartandadequately answers questions. Overall, the oral presentation isdeliveredinasatisfactorymannerand meets expectations withrespect to oral communicationskills.
| Research information ispresentedinasequencethattheaudience can follow. Graphicssupport and are related to thecontentoftheproject.Presentermaintains eye contact with theaudience with a few minorexceptions, seldom returning tonotes.Presenterusesgoodvoicedynamics and clearly enunciatesterms. Presenter is comfortableand answers questions well. Overall,theoralpresentationis delivered in a good manner andmeetsexpectationswithrespectto oral communication skills.
| Researchinformationispresentedina logical, interesting and effectivesequence, which the audience caneasily follow. Oral presentation useseffective graphics to explain andreinforcetheinformationpresented.Presentermaintainseyecontactwithaudience and does not read fromnotes. Presenter speaks in a clearvoice and uses correct, precisepronunciation of terms. Oralpresentation is thorough, clear,compelling, informative and professionallydelivered.Presenterisprofessional, confident andcomfortable,andanswersquestionseffectively.
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| Analytical / Critical Thinking Skills
CRITICAL THINKING
25% | Research problem, concept oridea is not clearly articulated, orits component elements are notidentified or described. Researchinformation is poorly organized,categorized and/or notexamined; research informationisofteninaccurateorincomplete.Presents little if any analysis orinterpretation;inaccuratelyand/or inappropriately appliesresearch methods, techniques,models, frameworks and/ortheories to the analysis. Presentsfew solutions or conclusions;solutionsorconclusionsareoftennot well supported, areinaccurate and/or inconsistent,and are presented in a vague orrudimentarymanner.
| Research problem, concept oridea is not clearly articulated attimes and confusing. Researchinformation is badly organized,categorized, and/or onlysuperficially examined; researchinformation is often incomplete.Presents limited analysis orinterpretation;inaccuratelyand/or inappropriately appliesresearch methods, techniques,models, frameworks and/ortheoriestotheanalysis.Presentssome solutions or conclusionsbut they are often not wellsupported, or logical.
| Adequatelyidentifiesanddescribes(or sketches out) the researchproblem, concept or idea and itscomponents. Gathers andexamines information relating tothe research problem, concept oridea; presents and appraisesresearch information with someminorinconsistencies,irrelevanciesor omissions. Generally appliesappropriate research methods,techniques, models, frameworksand/or theories although withinaccuracies. Outlines solutions orconclusions that are somewhatlogical and consistent with theanalysis and evidence; identifiesand/orlistssolutionsorconclusionsalthough not always clearly.
| Formulates a clear description oftheresearchproblem,conceptoridea, and specifies majorelementstobeexamined.Selectsinformation appropriate toaddressingtheresearchproblem,concept or idea; accurately andappropriately analyses andinterprets relevant researchinformation. Effectively appliesappropriate research methods,techniques, models, frameworksand/or theories in developingand justifying multiple solutionsor conclusions; solutions orconclusions are coherent, wellsupported and complete.
| Effectively formulates a cleardescription of the research problem,concept or idea, and specifies majorelementstobeexamined.Selectsandprioritizesinformationappropriatetoaddressing the research problem,concept, or idea; accurately andappropriatelyanalyzesandinterpretsrelevant research information. Precisely and effectively appliesappropriate research methods,employs advanced skills to conductresearch. Uses techniques, models,frameworks and/or theories indeveloping and justifying multiplesolutionsorconclusions;solutionsorconclusions are insightful, coherent,well supported, logically consistentand complete. Displays a mastery ofcomplex and specialized areas.
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| Integration Skills
APPLICATION & EVALUATION
25% | Shows little ability to employtheory and practice across thefunctional areas of business intheassessmentofissuesrelatingto the research problem,concept, or idea. Does notrecognize or correctly identify cross-functionalorganizationalissues relevant to the researchproblem, concept or idea. Doesnot adequately evaluate theresearch problem, concept oridea in light of relevantprinciples,theoriesandpracticesacross the business functionalareas. Few if any solutions,recommendations for action, orconclusions are presented,and/or they are notappropriately justified orsupported.
| Shows some ability to employtheory and practice across thefunctional areas of business intheassessmentof issues relatingtotheresearchproblem,conceptor idea. Recognizesorganizational issues relevant to theresearchproblem,conceptoridea but does not showunderstanding. Does notadequatelyevaluatetheresearchproblem, concept or idea in lightof relevant principles, theoriesandpracticesacrossthebusinessfunctional areas. Some solutionsoffered but difficult tounderstand.Recommendationsfor action, or conclusions arepresented,buttheyareoftennotwell supported, or logical.
| Exhibits application of principles,theories and practices across thefunctionalareasofbusinesstotheanalysis of the research problem,concept or idea. With someexceptions,outlinesanddescribes(or sketches out) some cross- functional organizational issuesthatarerelevanttotheresearchproblem, concept or idea. Adequatelyidentifiesanddescribes(or summarizes) solutions,recommendations for action, orconclusions that are, for the mostpart, appropriate, but which needto be more aligned with principlesand concepts in the functionalareas of business.
| Demonstrates an ability tointegrate and apply principles,theoriesandpracticesacrossthefunctional areas of business tothe analysis of the researchproblem, concept or idea. Identifies,examinesandcritically evaluates important cross-functional organizational issuesassociated with the researchproblem,conceptoridea.Clearlyjustifiessolutions,recommendations for action, orconclusions based on analyticsand an insightful synthesis ofcross-disciplinary principles andconcepts in the functional areasofbusiness.
| Demonstrates well-developed abilityto integrate and apply principles,theories and practices across thefunctional areas of business to theanalysis of the research problem,conceptoridea.Effectivelyidentifies,examines and critically evaluates importantcross-functionalorganizationalissuesassociatedwiththe research problem, concept, oridea. Clearly and effectively justifiessolutions, recommendations foraction, or conclusions based onstrong analytics and an insightfulsynthesis of cross-disciplinaryprinciples and concepts in thefunctionalareasofbusiness.Canlinkthinking across disciplines andcontexts.
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