ACTIVITY BRIEF FOR ASSESSMENT 2
ACADEMIC YEAR 2022 – 2023 – TERM III
Course MBA301 – Entrepreneurial & Design Thinking (3CH/4ECTS)
Instructor Minli Zhao & Christian Viladent
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 2
Description Due date and
time
Weight of
course total
Task 2.1: Entrepreneurial Thinking
Assessment type: Quiz
Description: Students answer 5 questions by selecting the most
suited answer from a given set of options
12 May. 23
18:00 CET
5%
Task 2.2: Business Idea Evaluation
Assessment type: Discussion forum
Description: Students post the assessment of a concrete business
idea of their own choice using one or several of the frameworks
learned in the course
02 Jun. 23
18:00 CET
5%
Task 2.3: Business Plan Individual Project
Assessment type: Written assignment
Description: Students post a business plan of their own business idea
or a business idea given by the instructor
Assessment brief with more details will be published on the course
site.
09 Jun. 23
18:00 CET
50%
INSTRUCTIONS
Task 2.3
Your task is to create a business plan that you will use to raise funding for your business idea. Your business
plan should include the following elements
1. The market analysis (market potential of your business idea)
2. The customer analysis (pain points & needs)
3. The value proposition & business model
4. The industry & competitor analysis
5. The launch plan or current operation if already launched
6. The future outlook (next 3-5 years)
7. The funding requirements
8. The team
FORMAT
Your submission must meet the following formatting requirements:
• Submit one file only.
• Required file format for main submission: word document.
• Additional file format for additional deliverables: not applicable
• Additional file requirements: None.
Other details:
• Font size 12
• Double-spaced
• Number of words: 2000-2500
All referencing and citations require Harvard referencing style.
LEARNING OUTCOMES
On successful completion of this course, students should be able to:
1. analyze design thinking as a mindset; understand the design thinking process, platform, and tools;
2. critically assess design thinking as a driver of innovation and entrepreneurship;
3. categorize different approaches and methodologies of design thinking;
4. develop an understanding of the nature of entrepreneurship across a range of business contexts: new
venture vs. established businesses;
5. judge disruptive innovation as a game changer in today’s globalized world and identify the leadership
behind it.
ASSESSMENT CRITERIA
All Tasks will be graded according to the rubric below:
Task/
Criteria
Accomplished
(A)
Proficient (B) Partially
proficient (C)
Borderline (D) Fail (F) Weight
on
grade
Task 2.1 All 5 questions
answered correctly
4 questions
answered correctly
3 questions
answered correctly
2 questions
answered correctly
Less than (incl.) 1
questions answered
correctly or no
answers submitted
by deadline
100%
Task 2.2
Content
knowledge
The business plan
covers all required
elements and
demonstrates
mastery of content
knowledge. This is
evidenced by
accurate use of
concepts and the use
of right terminology.
The details of each
element reflect
critical understanding
of concepts. The
assumptions are
convincing and
explained clearly.
The calculations are
correct. The business
plan is clear, well
developed and
interesting.
The business plan
covers all required
elements and
demonstrates
adequate
understanding of
content knowledge.
This is evidenced by
some use of
concepts and the
use of right
terminology. The
details of each
element show
correct
understanding of
subject area. Most
of the assumptions
are convincing and
explained. Most of
the calculations are
correct. The
presentation is clear
and interesting.
The business plan
covers most
required elements
and demonstrates
basic
understanding of
content knowledge
with some flaws.
This is evidenced
by some incorrect
use of concepts
and the use of
wrong
terminology. The
details of each
element can be
further improved to
lead to better
outcomes. Some
of the assumptions
are flawed in their
explanation. Most
of the calculations
are correct.
The business plan
covers most
required elements
and demonstrates
lack of
understanding of
content
knowledge. This is
evidenced by lack
of concepts or
mostly incorrect
use of concepts.
The use of wrong
terminology is
observed. The
details of each
element show
some
improvement
need. Some of the
assumptions are
not explained or
flawed. There are
clear mistakes in
the calculations
The business plan
does not cover or
only covers few of
required elements.
Lack of
understanding of
content knowledge
can be observed in
lack of concepts or
mostly incorrect use
of concepts. The use
of wrong terminology
is observed. The
details of each
element are poorly
written. Obvious
flaws in assumptions
and calculations can
be detected.
100%
Task 2.3
Visuals
Professionally
designed. Attractive,
relevant and add to
understanding.
Support the
development of the
presentation.
Professionally
designed but there
are some irrelevant
visuals or some are
missing. Support
the development of
the presentation.
Visuals are well
designed.
Generally, they
support the
argument, but
some are
irrelevant or
unclear.
Visuals are
mundane and not
always relevant to
the presentation
development.
Fewer than five
spelling mistakes.
Visuals are poorly
designed, containing
only words and are
used as notes. More
than five spelling
mistakes. Relevance
is not clear.
100%
ADDITIONAL INFORMATION
Use PURE approach to provide constructive peer feedback.
Positive: First, highlight the strengths of the submission – what was done well? Give “happy comments”
right away, and be considerate and constructive
Unique: Next, comment on interesting and unique aspects of the submission – what did you find
interesting about it?
Revision: Third, be a “critical friend” – what suggestions do you have for improvement or revision. The
purpose is not so much “to grade” as to interact and suggest.
Education: Close by reflecting on what you learned and how you were educated from the submission as
a feedback provider.
