MANT358: He Kākano - Indigenous innovation & entrepreneurship

Summer School, 2017 COURSE OUTLINE

Contents Paper Description and Aims .............................................................................................................. 1

Learning Outcomes .......................................................................................................................... 2

Teaching & Support Staff .................................................................................................................. 2

Course Delivery ................................................................................................................................. 2

Lectures ........................................................................................................................................ 2

Workshops .................................................................................................................................... 3

Course Learning Resources ............................................................................................................... 3

Reading material ........................................................................................................................... 3

Blackboard .................................................................................................................................... 3

Student Webmail .......................................................................................................................... 4

Course Calendar ................................................................................................................................ 5

Expectations and Workload .............................................................................................................. 7

Assessment ....................................................................................................................................... 7

Course Requirements .................................................................................................................... 7

Learning Outcomes....................................................................................................................... 9

Code of conduct ............................................................................................................................ 9

Assignment Submission Procedure (for Assignments 1,2 & 3) ....................................................... 9

Referencing Style and Style Guide .............................................................................................. 10

Extensions of time for internal assessment .................................................................................. 11

Re-marking of internal assessment .............................................................................................. 11

Grading System .......................................................................................................................... 12

Dishonest Practice and Plagiarism ............................................................................................... 13

Quality Assurance ........................................................................................................................ 13

Student Learning Support and Information .................................................................................... 14

Student Feedback ........................................................................................................................... 14

Class Representatives ................................................................................................................. 14

Concerns about the Course ......................................................................................................... 14

Disclaimer ....................................................................................................................................... 14

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Paper Description and Aims

MANT358ST He Kākano: Indigenous innovation & entrepreneurship

Summer School, 2017

Blackboard access: https://blackboard.otago.ac.nz/webapps/login/ Department of Management: http://www.business.otago.ac.nz/mgmt/

0.15EFTS 18 points Prerequisites: 54 points at 200-level Restrictions: None

Innovation & entrepreneurship are not new concepts to Indigenous communities. In particular, Indigenous Māori communities have organised their resources to meet their needs and adapt to changing circumstances. Today, Māori enterprises cut across the range of organisational forms and sectors, from small micro-operators to large multi-national corporations. For many Māori businesses their worldview guides strategy, governance and development. This course is designed around Te Whata: An Indigenous Business Model canvas, which takes a human-centred design approach to innovation and entrepreneurship, engaging with a Māori worldview that emphasises people, relationships and outcomes that benefit our communities. It introduces Māori values that are at the heart of many of our most successful tribal and entrepreneurial enterprises in Aotearoa/New Zealand. We explore what this means and consider how these values influence the process of creation from ideation, through key decision areas such as value proposition, potential markets, financial planning, and supply chain considerations. The concepts, approaches and skills used in this course will be useful whether students move on to start their own ventures or are part of a team looking to improve or innovate within an existing organization. This course offers a kaupapa Māori framework as its underlying philosophy of engagement and delivery so it differs from other entrepreneurship papers in that students must demonstrate their understanding of Māori culture and values through the design of their business model and venture idea. However, students do not need to have a full understanding of the Māori world. PLEASE note: This course uses an experiential approach to the program of learning. So whilst there will be some traditionally formatted lectures, for the most part, students are expected to have done the appropriate preparation prior to lectures. Group work is a significant component of this course and this approach enables us to use lecture time for team discussions and exercises that are designed to maximize student experience. Failing to prepare for lectures and non-attendance will have a significant impact on team dynamics and understanding of the material, potentially resulting in students failing the paper. Conversely, students who attend lectures and prepare appropriately are more likely to keep up with the material, have a direct influence on their own learning experience and therefore perform well in this paper.

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Learning Outcomes

Upon successful completion of this paper, you should be able to:

1. Describe how different world views influence innovation and define the key

characteristics of indigenous entrepreneurship;

2. Discuss the opportunities and challenges that exist for entrepreneurs using an

Indigenous approach both in New Zealand and internationally;

3. Identify and evaluate innovative business opportunities aligned with Māori

development aspirations;

4. Develop and present a new enterprise concept which applies Māori culture and values in

business; and,

5. Critically analyse the assumptions that underlie Indigenous perspectives of innovation

and entrepreneurship, and reflect on how might influence practice.

Teaching & Support Staff

Paper Coordinator/Lecturer: Name: Dr Diane Ruwhiu Office: Co 6.21 (was 8.21) Email: diane.ruwhiu@otago.ac.nz Office Hours: Tuesdays 1pm – 3pm noon, or by appointment See Contacts on blackboard for Diane’s background and experience

Course Delivery

Lectures

Lecture Day/Time: Tuesday’s & Thursday’s 11am -1pm Room: TBA via eVision

Lectures are supported by readings and videos that students are expected to have read/watched to

prepare for the class. The lectures are designed in a way to minimise lecturing ‘at’ students and

prioritising exercises, discussion, group work to highlight the key material through discussion and

interaction between teaching staff and students.

See Course Documents – Lectures folder on Blackboard for material pertaining to each weeks

lectures.

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Workshops

Workshop Day/Time: Thursday’s 2pm – 4pm Room: TBA via eVision

Workshops are interactive, collaborative sessions in which students attempt to cement concepts

presented at lectures with their peers in a supportive environment. The objective will be to have

guest entrepreneurs come into the class and share experiences. Groups will be expected to

participate in questions/answer sessions and make the most of these guest mentors to contribute

work in your groups thinking on your projects. The workshops will be a mixture of mentoring

support, special topic discussions and opportunity for your group to organise and work together.

Preparation work required for all workshops can be found on Blackboard under the Course Documents – Lectures folder.

Course Learning Resources

Reading material

There is no set textbook for this paper. On Blackboard you will find a link to the eReserve list of readings for each week situated. There is also folders with further reading materials available – Course Documents – Lectures folder.

Blackboard

Blackboard https://blackboard.otago.ac.nz/ provides you with access to course materials, class notices, and resources.

Please remember that Blackboard is the primary means for important messages and information to be communicated to the class. It is your responsibility to keep up-to-date with any messages about this paper that are posted on Blackboard. So, it is important that you check Blackboard on a regular basis.

Some of the more important tabs on Blackboard include:

− “Course Information” This is where you will find a digital copy of the course outline, health declaration

forms, and other information.

− “Contacts” Contact details for key staff.

− “Course Documents” Contains reading and preparation materials for both lectures and workshops. Additional reading materials

− "Assignments” All information relating to your internal assessment can be found here;

including instructions, and marking schedules. Written Assignments must be submitted to SafeAssign (see details below).

The link to SafeAssign is also housed within the Assignments tab.

− “Study Smart 2017”

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Study Smart has been developed in conjunction with the University library and contains very helpful links to information on a range of topics including referencing, exam studying and plagiarism. It also allows direct access to a number of University library research databases.

Student Webmail

We will use Blackboard for electronic communication, including email. Blackboard automatically directs emails to your student mail account. If you wish to forward your University email address to an email address that you use regularly, please follow the instructions below:

1. Log into your Student Mail account using your student username and password 2. Click Cog button (top right corner) > Options 3. Under Account, select the Forward your email shortcut under the Short Cuts menu on the

right side of the screen. 4. At the bottom of the screen, type in the email address you want your email to be forwarded to.

You can also choose to have a copy of these emails kept on your StudentMail account, so please check the box if you would like this.

5. Click the Start forwarding link at the bottom of the page.

IMPORTANT - DO THIS NOW

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Course Calendar

The course calendar details scheduling information. Note that this calendar may change as the

course proceeds. Any changes will be announced at lectures and be detailed on Blackboard.

Students are expected to prepare for and attend all classes to gain full benefit from the course

Students unable to attend a lecture are expected to catch up on missed material. Unless stated

otherwise, all aspects of the course are examinable. Reading expectations are included in the

Lecture folder for each week.

Lecture Topic & Assessment

Week1

1 – Jan 10

− Mihi Whakatau & Mihimihi (Welcome & Introductions) − Course introduction − Indigenous innovation & entrepreneurship

2 – Jan 12

− Guest speaker: Mr Corey Bragg (Ngāi Tahu, Tribal economies) − Te Whata – Māori Business Model Canvas Overview

Workshop 1 – Jan 12 − Te Whata – Māori Business Model Canvas Overview

Week 2 3 – Jan 17

Business coaching Guest Speaker: Ms Claire Porima (Claire Porima Coaching)

4 – Jan 19

Value Proposition – Where do ‘our’ socio-cultural values fit?

Workshop 2 – Jan 19

Providing value for your customers – Decisions regarding customer relationships, channels, segments

and clarifying revenue streams

Week 3 5 – Jan 24

Designing ‘value’ into your business. – Decisions regarding key partners, resources, activities and cost

structures of your enterprise

6 – Jan 26

Modelling your ‘idea’ − Team workstation exercise

Workshop 3 – Jan 26

Guest Speaker: TBA Assignment 1: Essay (30%)

Due: Thursday 26th January, 10pm via Blackboard

Week 4 7 – Jan 31

Adding ‘value’ to your enterprise − Navigating the entrepreneurial eco-system

8 – Feb 02 − Legal and intellectual property

Workshop 4 – Feb

02

Branding – Identity & values Guest Speaker: Mrs Kylie Ruwhiu-Karawana (Marketing & Events Manager, Cadbury’s, but previously worked for Tourism New Zealand with Māori tourism operators)

Week 5 9 – Feb 07

Guest Speaker: Mrs Virginia Cathro (Small business owner) Opportunities and challenges of ‘being your own boss’

10 – Feb 09

– Risk management – Succession planning

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Workshop 5- Feb 09

Entrepreneurial leadership Assignment 2: Reflective Journal (20%)

Week 6 11 – Feb 14

– Course review and preparation for presentations Guest speaker: Audacious program

12 – Feb 16 – Presentations

Workshop 6 – Feb 16

− Presentations Assignment 3: Group presentation (30%), including summary

(20%) Due: Thursday 16th February

Judges: Dr Diane Ruwhiu – Course Co-ordinator

Mr Corey Bragg (Ngāi Tahu tribal economies unit) Mrs Mitra Etemaddar (Director of the Otago Master of

Entrepreneurship program)

Ehara taku toa i te toa takitahi, engari, he toa takitini

My success is not mine alone; it is the success of many

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Expectations and Workload

This paper conforms to the 18 point paper format comprising approximately 180 hours spent in class, private study, preparing assignments and other activities.

Hours Item Breakdown

24 Lecture classes 12 x 2‐hour classes Includes a marae experience

12 Lecture class preparation: pre‐reading and activities

12x 1‐hour reading/preparation

24 Lecture related study – approximately 2 hours per 2 hour class (excluding first and last classes of semester)

12 x 2‐hour classes requires 2 hours per class of private study and reading post class (excluding first class of semester)

12 Workshops 6 x 2‐hour workshops – reflection – discussion, exercises, guest speakers, presentation.

34 Essay x 1 – Individual (30%) Individual review of critical concepts

20 Reflective Journal – Individual (20%) Individual reflection journal

54 Proposal summary and presentation – Group (50%) Course requirement - Team evaluation

Group preparation, presentation, drafting of plan; individual reflective exercises.

180 Total As expected as standard for 18 point paper

Assessment

All material presented in lectures, workshops and on blackboard is able to be assessed (except

where stated otherwise). Assessment information such as due dates and times, content, guidelines

and so on will be discussed at lectures and, where appropriate, detailed in the Assignments folder

on Blackboard. Students are responsible for ensuring that they are aware of this information, keeping

track of their own progress, and catching up on any missed classes.

Assessment Type Weighting Group or individual

1. Essay Essay 30% Individual

2. Workshop Journal Journal 20% Individual

3. Presentation & Summary Presentation & Report

50% Group

100%

All written work will be processed through “SafeAssign”. This programme indicates what seems totally original and what may have been ‘cut and pasted’. That is, it can detect any replication from any source on the internet, other assignments (from your class and worldwide) and any published work.

Course Requirements

Essay – 30%: See Course Documents - Assignment 1 folder on Blackboard. – 1 essay x 3500 - 4000 word

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The individual essay will be based on critical discussion points raised in the lectures and workshops.

Workshop Journal (20%) - See Course Documents - Assignment 2 folder on Blackboard. – 4 journal entries (5% each = 20%)

The workshop journal poses specific questions for workshops 1 through to 4 for students to reflect on.

Group assessment – 50%: See Course Documents - Assignments 3 folder on Blackboard. – Summary (Group) (20%) – A 2000 - 2500 word summary of the proposed idea – Presentation (Group) (30%) – A 30 minute group presentation of the business idea /

new venture using the Te Whata framework. Followed by a brief Q&A session. Students will self-select into teams that will follow the process of ideation from week one through to week six and an idea presentation and summary proposal. There will be a session on rules & codes of conduct (a contract of expectations driven primarily by the students), how to achieve efficient and productive teamwork, and a clear process for conflict management & resolution.

Team evaluation course requirement: See Course Documents - Assignments 3 folder on Blackboard. – Course requirement A team peer review document will be required from all students, which is intended to gather relevant feedback on individual performance in the team.

Peer review guidelines

1) Students should comment on any issue(s) that they might feel is/are relevant to the marking of the group and/or individual group members for this assignment.

2) Score out of 10 each other student in your group. Students will not give themselves a score. Scores should be awarded based on the perceived contribution of each student to the assignment’s final delivery. Students who are found to award themselves a score instead of someone else in the group in order to confuse the process will receive zero for this assignment.

3) The course coordinator will also provide a score out of 10 – based on class participation and discussion.

4) Scores will be rounded up and each student will receive a percentage of the group’s total mark based on their own peer evaluation (total) score, i.e.

o Students who receive an average score of 70% or more will receive the group’s full mark for this assignment.

o Students who receive an average score of between 40%-70% will receive 70% of the group’s total mark for this assignment.

o Students who receive an average score of between 0%-40% will receive 50% of the group’s total mark for this assignment.

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Learning Outcomes

Learning Outcomes Essay Journals Presentation & Summary

Describe how different world views influence innovation and define the key characteristics of indigenous entrepreneurship;

Discuss the opportunities and challenges that exist for entrepreneurs using an Indigenous approach both in New Zealand and internationally;

Identify and evaluate innovative business opportunities aligned with Māori development aspirations;

Develop and present a new enterprise concept which applies Māori culture and values in business; and,

Critically analyse the assumptions that underlie Indigenous perspectives of innovation and entrepreneurship, and reflect on how might influence practice.

Total 30 20 50

Code of conduct

This paper is designed as an experiential programme and it requires student commitment and engagement with the material and learning. In week one we will work together to set appropriate guidelines for class behaviours and expectations. A significant component of the assessment is group based. Therefore, each group will be expected to create their own ‘code of conduct’ by week 2 that outlines expectations of the team. We will be providing some baseline expectations (e.g. attend group meetings), and of course moderating any of the more fantastical expectations (e.g. if you miss a meeting the team can mete out physical punishment). As in any professional team environment, if a member is not performing as expected, the team has the right to request the removal of a team member. See Assignments – Expectations folder on Blackboard. The paper co-ordinator will provide mediation. It will only be through exceptional circumstances, supported by appropriate documentation (for example, a medical certificate) that an alternative mode of assessment will be assigned.

Assignment Submission Procedure (for Assignments 1,2 & 3)

All assignments are to be submitted electronically via Blackboard by its due time/date – obviously if there is a problem with the Blackboard server I will also know about it. So ... DO NOT PANIC! If you can’t submit it via blackboard, email it to me: diane.ruwhiu@otago.ac.nz. Upload your assignment in the word.doc format - I will not accept pdf. On the Upload Assignment page, please follow the steps below to submit an Assignment:

1. Select the Content Area from the Course Menu that holds the Assignment.

The ASSIGNMENTS button

2. Click the name of the Assignment. The Upload Assignment page appears.

For example, assignment ONE

3. Complete the Assignment Materials text box Not Necessary.

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if necessary.

4. Click Browse My Computer and select a file to attach

Attach your assignment with all the written specification requirements as per the assignment sheet (e.g. student ID, Tutorial, etc.) Title your file as lastnamefirstnameassignment1 ... so that would be RuwhiuDianeAssignment1.doc If you need to submit more than one file for this assignment, repeat this step.

5. Complete the Comments field if necessary. Not necessary.

6. Click Submit when the page is complete. If you click Save as Draft instead of Submit, your assignment will not be submitted to your lecturer/tutor. You should see a message like this at the top of the page: This assignment is complete. Review the Submission History. If you want to check that everything has gone through okay, click on the name of the assignment link.

Look for the Review Submission History to see the file or files you have submitted.

WARNING! If Submit is selected, and no files are listed to attach, the Assignment is submitted and is no longer available to the Student to complete. BUT WAIT THERE’S MORE! You will have the opportunity to submit a draft of your work into a draft SafeAssign folder to check your work. Please note depending on the time of day it can take several hours to check (most of the time it is within a couple of hours). If you are concerned about the report feedback, then let me know. For example, often it will pick up repeated questions in the assignment being checked by other students in class.

Referencing Style and Style Guide

Information presented in your assignments MUST be correctly cited, quoted and referenced. This course uses the APA style of referencing. Please see Assignments - Citations and referencing guidelines on Blackboard. For further help, go to the University of Otago library web page and check out the guidelines and on-line tutorial provided on http://www.otago.ac.nz/library/quicklinks/citation/#apa or the study smart tab on blackboard. The Student Learning Centre can also assist you learn to reference correctly. Please see what they have to offer on http://hedc.otago.ac.nz/hedc/sld.html. Important Note: Web-based sources such as Wikipedia, or business dictionary, may be useful sources of information, BUT should not be used as a reference. Lecture notes, lecture slides downloaded from Blackboard are not acceptable citations/references.

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Extensions of time for internal assessment

Assignments submitted after the due time will be penalised at a rate of 10% per day. Only the paper coordinator (Dr Diane Ruwhiu) can approve extensions of time. Applications for extension MUST: - be made in advance of the due date. - be made in writing or in person to the course coordinator. - be accompanied by appropriate evidence (e.g., medical certificate). - be accompanied by evidence of your work done to date (failure to provide this seriously

jeopardises any possibility of being granted an extension)

Re-marking of internal assessment

All assessment will be internally moderated by the Paper Coordinator (Dr Diane Ruwhiu). If, upon collecting marked work, you are concerned about the grade you have been awarded, you must first speak to Diane with the original paper and feedback. If, after discussing the marking expectations with Diane you are still concerned, you may submit a request in writing for the paper to be re-graded with a rationale for the request (no more than one page). This process must be undertaken within two weeks of the marks/assignment being returned.

Any student whose performance on assessment is impaired by illness to the extent that an assignment extension won’t be achievable should provide a medical

certificate if they wish this to be taken into account.

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Grading System

The grading scheme used at Otago is:

A+ 90-100

An exemplary piece of work. Strong comprehension of material and clarity of discussion. Well-structured and supported by evidence of wide reading.

A 85-89

An excellent piece of work. Strong understanding of the material and synthesis of factual and conceptual components. Expression/style/ grammar excellent.

A- 80-84 An outstanding piece of work that reflects thought and understanding of the material. Consistent argument that draws from the material. Strong connection to theory and good use of referenced material.

B+ 75-79

A very good piece of work that demonstrates robust understanding and clear connection to the theory. Well thought out and presented. Overall offers a clear argument with good use of referenced material.

B 70-74 A good piece of work. Demonstrates grasp of the material to a higher degree of development. Evidence of background reading beyond the materials suggested. Sustained argument throughout supported by appropriate level of referenced material.

B- 65-69

A reasonable piece of work. Shows a firm grasp of the majority of the relevant material. Argues well and effectively. Well-structured and shows evidence of wider background reading. Correctly and appropriately referenced. Expression/style/grammar good.

C+ 60-64 A satisfactory piece of work. Shows reasonable understanding of the material and presents it satisfactorily with appropriate examples and referencing. Evaluative/ critical / analytical skills. Limited evidence of independent thought and the development of a substantiated argument.

C 55 - 59 A fair piece of work. It shows clear connection to the theory and context of the question, but requires further development of the overall argument.

C- 50 -54

A marginal piece of work which shows some structure, relevant use of examples and evidence of background reading. Conclusions not well developed. Material not well organised. Expression/ style/grammar marginal.

D 40-49 A poor piece of work. Argument obscure, weak or unbalanced. Only partially relevant. Some understanding, reflection, structure and referencing. Some reading. Conclusions weak. Expression/style/grammar limited.

E <40 34 – 39 Little or no reading at an appropriate level. Some material of relevance but with major omissions and errors. Generally unsatisfactory but with redeeming features. Expression/style/grammar poor.

30 – 34 Unsatisfactory. Lacking evidence of preparation, evaluative or reflective skills. Largely irrelevant. Little or no understanding. Expression / style / grammar / presentation very poor. Hardly any, or no, evidence of reading / organisation.

16 – 29 Wholly unsatisfactory, little or no evidence of preparation, analytical or evaluative skills. No evidence of understanding of the material or ability to structure or present material. Hastily thrown together. Presentation poor. Expression/style/grammar extremely poor

0 – 15 Very little material; or irrelevant or incomprehensible material.

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Dishonest Practice and Plagiarism

Academic integrity means being honest in your studying and assessments. It is the basis for ethical decision-making and behaviour in an academic context. Academic integrity is informed by the values of honesty, trust, responsibility, fairness, respect and courage. Students are expected to be aware of, and act in accordance with, the University’s Academic Integrity Policy.

Academic Misconduct, such as plagiarism or cheating, is a breach of Academic Integrity and is taken very seriously by the University. Types of misconduct include plagiarism, copying, unauthorised collaboration, taking unauthorised material into a test or exam, impersonation, and assisting someone else’s misconduct. A more extensive list of the types of academic misconduct and associated processes and penalties is available in the University’s Student Academic Misconduct Procedures.

It is your responsibility to be aware of and use acceptable academic practices when completing your assessments. To access the information in the Academic Integrity Policy and learn more, please visit the University’s Academic Integrity website at www.otago.ac.nz/study/academicintegrity or ask at the Student Learning Centre or Library. If you have any questions, ask your lecturer.

Further information about the Academic Integrity Policy, the Student Academic Misconduct Procedures and the Academic Integrity can be found through the links below. The Academic Integrity website in particular has a number of useful inks and suggestions as to where students can get help with referencing issues.

− http://www.otago.ac.nz/administration/policies/otago116838.html

− http://www.otago.ac.nz/administration/policies/otago116850.html

− www.otago.ac.nz/study/academicintegrity

All submitted work will be put through “SafeAssign”. This programme indicates what seems totally original and what may have been ‘cut and pasted’. That is, it can detect any replication from any source on the internet, other assignments (from your class and worldwide) and any published work.

Quality Assurance

At the Otago Business School we monitor the quality of student learning and your learning experience. Your assessed work may be used for assurance of learning processes, such as evaluating the level of achievement of learning outcomes, with the aim of improving the quality of our programmes. All material used for quality assurance purposes will be treated as confidential and the outcome will not affect your grades.

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Student Learning Support and Information

Please see the folder on Blackboard under Course Information - Student Learning & Support.

Student Feedback

We encourage your feedback. This can be in the form of contacting staff, participating in course

evaluation surveys and communicating with class representatives. Continual improvements will be

made to this course based in part on student feedback.

Class Representatives

The class (or student) representative system is an avenue for encouraging communication and

consultation between staff and students. It provides you with a vehicle for communicating your

views on the teaching and delivery of the paper and provides staff with an opportunity to

communicate information and gain constructive feedback from students. It contributes to the

development of a sense of community within a department and it adds a further dimension to the

range of support services offered to students.

Volunteers for the role of class representatives will be called early in the semester. The OUSA

invites all class representatives to a training session, conducted by OUSA, about what it means to

be a class representative and some of the possible procedures for dealing with issues that arise.

They also provide information on the services that OUSA offers and the role OUSA can play in

solving problems that may occur. The OUSA provides support to class representatives during the

semester. Departmental staff will also meet with class representatives during the semester to

discuss general issues or matters they wish to have considered.

Your class representative’s name and contact details will be posted on Blackboard early in the

semester.

Concerns about the Course

We hope you will feel comfortable coming to talk to us if you have a concern about the course. The

Course Coordinator will be happy to discuss any concerns you may have. Alternatively, you can

report your concerns to the Class Representative who will follow up with departmental staff. If,

after making approaches via these channels, you do not feel that your concerns have been

addressed, there are University channels that may aid resolution. For further advice or more

information on these, contact the departmental manager or head of department.

Disclaimer

While every effort is made to ensure that the information contained in this document is accurate, it

is subject to change. Changes will be notified in class and via Blackboard. Students are encouraged

to check Blackboard regularly. It is the student’s responsibility to be informed.