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ACTIVITY BRIEF FOR ASSESSMENT 1

ACADEMIC YEAR 2021 – 2022 – FALL

Course BCO215 – Entrepreneurship & New Venture Creation (2CH/3ECTS)

Instructor Stoyan Stoyanov

Participation in all assessment activities stated in this document is required. An overall course total of 70

points is required to pass the course. Due dates and times are always in Geneva time.

Assessment 1

Description Due date and
time

Weight of
course total

Task 1.1: Traits of an entrepreneur

Assessment type: Discussion forum

Description: What personal characteristics do you think your favorite
entrepreneur possesses and how did these characteristics helped
her/him to become an entrepreneur?

For further details of this assessment task, please consult the activity
description on the relevant week of the course site.

11/10/2021 14:00 5%

Task 1.2: Entrepreneurship with limited time and funds

Assessment type: Discussion forum

Description: Watch the video: “better, faster, cheaper, and smaller”
from 0 to 5:30 minutes and answer the asked questions.

For further details of this assessment task, please consult the activity
description on the relevant week of the course site.

25/10/2021 14:00 5%

Main task

Task 1.3: A New Business Idea

Assessment type: Written assignment

Description: Evaluate the idea to argue that it is a viable opportunity
for a start-up venture.

See sections below for further details.

12/11/2021 14:00 30%

IN STR UCT ION S

Main task

Business Idea & Market Analysis: For this project you will come up with an idea for a new business. Evaluate
the idea to argue that it is a viable opportunity for a startup venture.

FORMAT

Your submission must meet the following formatting requirements:

• Submit one file(s) only.

• Required file format for main submission: Word document (.docx).

• Additional file format for additional deliverables: PDF.

• Additional file requirements: None.

Other details:

• Font size 12

• Double-spaced

• Number of words: 1,500

All refencing and citations require Harvard referencing style.

LEARN ING OUT COMES

• Identification of challenges and paths for development associated with pursuing business

opportunities

• Application of entrepreneurial thinking to different business contexts

ASSESSMENT CR IT ER IA

● Comprehensive description of the business idea – 15 points

● An in-depth evaluation to prove that the idea is a business opportunity. – 20 points

● Competitive positioning and market trends. – 15 points

● Assessment of the critical aspects of the business as evidenced by an as-is analysis. – 15 points

● Competitive positioning and market trends – 15 points

● Assessment of critical aspects – 15 points

● Structure and style – 5 points

Rubric: discussion forums

Criteria Accomplished
(A)

Proficient (B) Partially
proficient (C)

Borderline (D) Fail (F) Weight
on

grade

Content
knowledge

Discussion
promotes
sophisticated use of
content. Posts
demonstrate
participants’ mastery
of content
knowledge. This is
evidenced by
extensive use of
concepts and
terminology across
most or all
posts/threads.
Examples depict
understanding of
concepts and are
clear and accurate.
Posts engage
concepts critically.

Discussion
promotes basic use
of content. Posts
demonstrate
participants’
adequate
understanding of
content knowledge.
This is evidenced by
use of concepts and
terminology across
some posts/threads.
Examples depict
understanding of
concepts and are
clear and accurate.

Discussion
promotes uncertain
or misguided use of
concepts. Posts
demonstrate
participants have
not fully grasped
content knowledge.
This is evidenced
with only some use
of concepts and
terminology across
posts/threads.
Examples are
correct with some
details.

Discussion
promotes use of
content that lacks
coherence. Posts
demonstrate limited
understanding of
content knowledge.
This is evidenced
with little or no use
of concepts and
terminology across
posts/threads.
Examples are
correct with few
details

Discussion does not
promote basic use
of content. Posts do
not demonstrate
participants’
adequate
understanding of
content knowledge.
Examples do not
depict
understanding of
concepts and are
unclear and
inaccurate.

20%

Connection Posts connect to the
assignment/previous
posts by addressing
most or all its
components and
linking them to
course material or

Posts connect to the
assignment/previous
posts by addressing
some of its
components.
Relevant course
topics are

Posts do not
connect to the
assignment/previous
posts and address
few components of
the
assignment/previous

Posts make only
minimal reference to
the
assignment/previous
posts and address
hardly any
components of the

Posts do not
connect to the
assignment/previous
posts by not
addressing of its
components.
Relevant course

20%

topics learned.
Posts draw insightful
links between
course content and
professional
practice, with a
detailed explanation
of participants’ own
professional
practice.

mentioned with
connections to
course material or
topics learned with
some
details/elaboration.
Posts draw links
between course
content and
participants’ own
professional
practice, with some
elaboration still
needed.

post. Relevant
course topics are
mentioned with very
few connections to
course material or
topics learned, or
with no details or
elaboration. The
participants rarely or
never mention their
own professional
practice.

assignment/previous
post. Relevant
course topics are
mentioned with very
limited connections
to course material or
topics learned, or
with minimal details
or elaboration.
Participants’
professional practice
is not mentioned.

topics are not
mentioned with
connections to
course material or
topics learned with
some
details/elaboration.
Posts do not draw
links between
course content and
participants’ own
professional
practice, with no
elaboration.

Collaboration Discussion across
the posts serves to
build new ideas or
stimulate further
insight.

Posts mostly point
to areas of
agreement or
disagreement and
asking clarification
questions about
previous posts.

Posts are disjointed. Little attempt is
made to respond to
previous comments
and/or discussion
questions.

Posts do not point to
areas of agreement
or disagreement and
do not ask
clarification
questions about
previous posts.

20%

Timeliness Participants show a
lot of initiative by
posting replies or
comments within
days. Participants
invite peer
responses and
engage in
meaningful
interaction in the
discussions.
Discussion ends by
a deadline (e.g. end
of that module).

Participants show
some initiative by
posting replies or
comments within
one week.
Participants invite
responses from
classmates.
Discussion ends by
a deadline.

Participants show
little initiative by
posting replies or
comments after
more than one
week. Participants
suggest few ideas
that encourage
responses.
Discussion among
participants begins
late or not at all (e.g.
instructor must
prompt them when
the module is over).

Participants show
no initiative by
posting replies or
comments after
more than one
week. Participants
suggest no ideas
that encourage
responses.
Discussion among
participants is very
limited.

Participants do not
show any initiative
by not posting
replies or comments
within one week.
Participants do not
invite responses
from classmates.
Discussion does not
end by a deadline.

20%

Conventions Overall, participants
follow online
conventions, extend
courtesy towards
fellow participants
by being respectful,
polite and adopting
a positive tone in
posts. Participants
compliment and
provide constructive
feedback to
previous posts.

Overall, participants
follow online
conventions, extend
courtesy towards
fellow participants
by being respectful,
polite and adopting
a positive tone in
posts.

Overall, participants
do not always follow
online conventions
and occasionally do
not extend courtesy
towards fellow
participants, make
curt responses or
use a slightly critical
tone in posts.
Participants
sometimes do not
acknowledge
previous posts.

Overall, participants
sometimes follow
online conventions
and at times lack
courtesy towards
fellow participants,
make curt
responses or use an
overly critical tone in
posts. Participants
often do not
acknowledge
previous posts.

Overall, participants
do not follow online
conventions, lack
courtesy towards
fellow participants
by being
disrespectful,
impolite and adopt a
negative tone in
posts. Participants
fail to acknowledge
previous posts.

20%

Rubric: written assignments

Criteria Accomplished (A) Proficient (B) Partially
proficient (C)

Borderline (D) Fail (F) Weight on
assessment

Problem
identification

The business issue
has been correctly
identified, with a
competent and
comprehensive
explanation of key
driving forces and
considerations.
Impact on company
operations has
been correctly
identified. Thorough
analysis of the issue
is presented.

The student
correctly
identified the
issue(s), taking
into account a
variety of
environmental
and contextual
drivers. Key
case information
has been
identified and
analyzed.

The student
correctly
identified the
case (issues),
considering
obvious
environmental/c
ontextual
drivers. There is
evidence of
analysis, but it
lacks depth.

The student
correctly
identified the
issue(s) but
analysis was
weak. An
absence of
context – the
work is basically
descriptive with
little analysis.

The student
failed to
correctly identify
the issue(s);
analysis was
incorrect or too
superficial to be
of use;
information was
misinterpreted.

30%

Information
gathering

The student showed
skill in gathering
information and
analyzing it for the
purposes of filling
the information
gaps identified.
Comprehensive and
relevant.

Relevant
information gaps
were identified
and additional
relevant
information was
found to fill
them. At least
two different
types of sources
were used. The
student
demonstrates
coherent criteria
for selecting
information but
needs greater
depth.

The student
correctly
identified at
least one
information gap
and found
relevant
information, but
which was
limited in scope.
Some evidence
of sound criteria
for selecting
information but
not consistent
throughout.
Needs
expansion.

An information
gap was
identified and
the student
found additional
information to fill
it. However, this
was limited in
scope. Weak
criteria for the
selection of
necessary
information.

Information was
taken at face
value with no
questioning of
its relevance or
value. Gaps in
the information
were not
identified or
were incorrect.

20%

Conclusions The student
evaluated,
analyzed,
synthesized all
information
provided to create a
perceptive set of
conclusions to
support the
decisions and
solutions.

The student
evaluated,
analyzed and
synthesized to
create a
conclusion(s)
which support
decisions and
solutions.

The student
reached
conclusions, but
they were
limited and
provided
minimal
direction for
decision-making
and solutions.

The conclusion
was reasonable
but lacked depth
and would not
be a basis for
suitable strategy
development.

The student
formed a
conclusion, but it
was not
reasonable. It
was either
unjustified,
incorrect or
unrelated to the
case in hand.

25%

Solutions The student used
problem solving
techniques to make
thoughtful, justified
decisions about
difficult and
conflicting issues. A
realistic solution
was chosen which
would provide
maximum benefit to
the company.
Alternative solutions
were explored and
ruled out.

The student
used problem
solving
techniques to
make
appropriate
decisions about
complex issues.
Relevant
questions were
asked and
answered. A
realistic solution
was chosen.
Alternatives
were identified,
explored and
ruled out.

The student
used problem-
solving
techniques to
make
appropriate
decisions about
simpler issues.
The solution has
limited benefit
but does show
understanding
of implications
of the decision.
Alternatives
were mentioned
but not
explored.

The student
used problem
solving
techniques to
make decisions
about simpler
issues but
disregarded
more complex
issues.
Implications of
the decision
were not
considered.
Alternatives
were not offered.

The student
formed a
conclusion, but it
was not
reasonable. It
was either
unjustified,
incorrect or
unrelated to the
case in hand.

25%

AD DIT ION AL INFO RMATION

None