This is a assignment that involves two components: a written report and a presentation via Powerpoint.

To successfully complete these two assessment components you are required to join a group. As part of a group you will be developing a business case document. Your group will also be presenting your business case via a Powerpoint presentation. (N.B. Students will be required to self-select into and form groups of 3 to 4 students, maximum 5 students.)

The business case document should be a minimum of 1,500 words and no longer than 2,500 words. The Powerpoint presentation should be roughly 7 minutes in duration. THE BUSINESS CASE REPORT (25% of the total mark for this course)

The objective of the business case report is to develop your ability to convincingly argue a business case, which is a key function of business development.

To successfully complete the business case document your group is required to undertake the following activities:

Identify for whom and/or for which organisation you will be writing the business case document. (For instance, you might be pitching to an investor or the management of a firm, such as the management team at a group member’s current employer.)
Identify an innovation that your group believes could be reasonably discussed as the subject of the business case. The innovation you choose should have the potential to be developed sustainably over a commercially viable period of time. (It can be an innovation your group came up with yourselves or something you learned about by reading or watching TV, etc.)
Consider and evaluate the possible business models that could be used to realise the opportunities inherent in the innovation.
Develop the business case document based on the business template provided in class. This will require you to write a business case with five separate sections: 1) The problem the innovation can solve; 2) Benefits of the innovation; 3) Strategic response or plan; 4) Project options analysis; and 5) Delivery of recommended solution.

Students will have the opportunity to work on the business case document in class from Week 6. Each required to demonstrate both scholarly independence and academic integrity in undertaking all steps of the business case development process. Students are required to base their analyses on data that is reasonably and ethically sourced, and to use assumptions that can be justified in a commercial setting.

Responsibility for structuring, coordinating, and managing processes to finalise the business case lies with each team. Student groups are encouraged to work with content beyond Tidd & Bessant (2013) and Osterwalder & Pigneur (2013). Teams must take charge and deliver a business case capable of convincing key or principal stakeholders that a return is assured.

You should have at least 10 refereed journal articles, appropriate justification or mathematical models (such as, NPV analysis, Wolfram alpha), and business development issues specific to the problem or need expressed.

“THE BID” AND BUSINESS CASE POWERPOINT PRESENTATION (25% of the total mark for this course)

The final assessment culminates in a group presentation of “The Bid” and the Business Case. Each team is to present a Powerpoint presentation that summaries the key points and arguments of the business case. Each group is required to contribute to the presentation (roughly) equally.

Each presentation should begin with a 2 minute pitch of why the business case should be approved. The pitch will give you the opportunity to practise making a case pithily, just in case you do get the opportunity to talk alone with a decision-maker for a short period of time prior to a more formal presentation of your ideas. You should nominate one person to present the 2 minute pitch. The more formal Powerpoint presentation should follow and involve everyone in your group.

In business, solid presentations comprise crucial social occasions where key stakeholders are given compelling reasons why they ought to accept, endorse, and finance the risk component of the business case. The upside gains versus the downside risks are addressed in full, and detail associated with payback (ROI) forms part of the recommendation to action.

On-campus students present in the final seminar on campus.

Online/flexible students have a different set of challenges. They must work in virtual groups using email, video conference, etc. They should make sure they have at least one video conference with their lecturer prior to finalising the presentation. This simulates real-life since in a real-life scenario you would normally consult with an investor or your manager before finalising your pitch and presentation. This assessment allows your team to gain a strong appreciation of what must be covered in your presentation to maximise the chances of getting the funding being sought. Online/flexible students should prepare a video of each student in the group presenting their part of the presentation. It is highly recommended that students use a software such as Camtasia, which allows students to present via video and use Powerpoint slides to illustrate points, including edit all presentations into the one video submission

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Posted on May 28, 2016Author TutorCategories Question, Questions