Entrepreneurship requires the development of entrepreneurial capacity that is targeted more broadly than employment, and a mindset that goes beyond launching a new venture. Not only does entrepreneurship-focused education provide knowledge and skills to lead a rewarding, self-determined professional life, it implies the ability to create value for others.

Students in the Bachelor of Entrepreneurship and Innovation will be well placed to add significant social, cultural, and economic value to society through the entrepreneurial activity that spans their careers.

The Bachelor of Entrepreneurship and Innovation is designed to deliver graduates with a solid grounding in business knowledge and skills, experience addressing and solving problems and an open and creative mindset supportive of business innovation.

The course focuses on the development and application of an entrepreneurial mindset, as well as fostering skills and attributes in specific contexts to create value for others, such as organisations, institutional bodies, and individuals. While there are other courses on offer related to this field, this proposed course is distinguished by an immersive, problem-based, and dynamic approach to learning.

Based on the principle that active learning provides opportunities for students to fail, change direction, adjust and succeed (Brush, Neck and Greene, 2015; Hatt, 2019), the course seeks to build skills as well as entrepreneurial identity and mindset from the outset, with an emphasis on ‘learning by doing’ in interdisciplinary teams. 

The Bachelor of Entrepreneurship and Innovation encourages students to develop and demonstrate a depth of knowledge of entrepreneurial frameworks and their appropriate application to real-world ventures. Students engage with innovation methodologies, with a focus on design thinking. They engage with all aspects of the entrepreneurial process early, including validation, to understand the steps in the successful development of entrepreneurial ventures.

The teaching of the Bachelor of Entrepreneurship and Innovation integrates the practical experience of industry specialists with a strong academic approach. It also lays the foundation of a coherent and cohesive body of understanding at the general business level, entrepreneur, and innovation discipline areas.

On successful completion of this course, students will be able to:
Learning Outcome 1: Demonstrate appropriate specialist knowledge and application of relevant analytical frameworks and techniques in entrepreneurial contexts; Determine appropriate specialist knowledge and application of relevant analytical frameworks and techniques to entrepreneurial contexts.
Learning Outcome 2: Integrate the application of relevant management principles, theories and strategies to the field of entrepreneurship; Analyse the application of relevant entrepreneurship principles, theories and strategies to diverse situations and stakeholders.
Learning Outcome 3: Analyse the evolving local and international environment to future proof the enterprise through innovation; Critically appraise the evolving local and international environment to identify impending changes and ways to future proof the enterprise through innovation.
Learning Outcome 4: Collaborate with a variety of stakeholders to solve problems by applying leadership practices, business innovation tools and strategies; Collaborate with a variety of stakeholders to identify and solve complex and unpredictable entrepreneurial problems through coherent sharing of knowledge and ideas.
Learning Outcome 5: Select entrepreneurial knowledge and skills to drive creativity and innovation in an enterprise; Synthesise entrepreneurial knowledge, skills and concepts to solve problems and make decisions required to complete a consulting or other project independently and in teams.
Learning Outcome 6: Synthesise a range of ethical, sustainable, and digital frameworks for application in business and entrepreneurial contexts; Propose specialist entrepreneurial technical and professional knowledge and skills to operate ethically and sustainably in complex business environments.
Learning Outcome 7: Evaluate individual professional practice through critical reflection and judgement to inform continuous learning and improvement of work practices. Evaluate individual professional practice through critical reflection and judgement to inform continuous learning and improvement of work practices.

Applicants with Recent Secondary Education (within the last 2 years)
Applicants for admission into IGI undergraduate courses must meet the following requirements:
• Year 12 in Australia with a minimum ATAR score of 60; or
• Recognised overseas qualification equivalent to Year 12 or above International Academic entry requirements

Applicants with Vocational Education and Training (VET) study
• Australian Certificate IV (AQF 4) or higher

Applicants with Higher Education study (bridging or enabling course)
• Recognised Foundation Studies course

Applicants with Work and Life Experience (Mature Age Applicants)
Applicants who are aged 21 years of age or over, who have finished secondary education more than two years ago, and who have had little or no tertiary study experience must demonstrate through appropriate work and life experience that they can undertake study at the required level. Evidence must be provided to demonstrate a reasonable prospect of success through:
• Appropriate, relevant work experience and/or
• Formal, informal, or non-formal study, completed or partially completed and/or
• Special Tertiary Admission Test (STAT) percentile rank or equivalent

Approved Articulation Agreements
Applicants may be granted direct entry through an approved articulation agreement. These articulation agreements provide pathways between a completed qualification from an external institute into a qualification at IGI. The Articulation Agreement may identify specific credit into an IGI award or may establish admission only. The Academic Board approves Articulation Agreements, and IGI will regularly report to the Academic Board on the progression of such students. If students entering IGI via an Articulation Agreement are not progressing as expected even after the implementation of intervention strategies, the Articulation Agreement will be reviewed and, in some cases, may be cancelled.

English Requirements
Approved English Test Score
Bachelor
• IELTS Academic: Overall 6.0, with no band less than 5.5; or
• PTE: Overall, 50 with no band less than 42
• Cambridge English C1 Advanced: Overall 169 with no band less than 162

IGI reserves the right to waive the English Language requirement if the prospective student meets the following criteria:
• One of the following qualifications completed within the last two years:
o Successful completion of AQF Level 4 or higher at an Australian RTO or Higher Education provider
o Successful completion of one-year Higher Education study in Australia
o Successful completion of a Foundation Studies program in Australia
• Senior secondary study undertaken in English from the following countries: American Samoa, Botswana, Canada (excluding Quebec), Fiji, Ghana, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, New Zealand, Nigeria, Papua New Guinea, Samoa, Singapore, Solomon Islands, South Africa, Tonga, Trinidad and Tobago, United Kingdom, United States of America, Zambia, Zimbabwe
• Malaysia Secondary School qualifications SPM1119 Grade C in English; STMP grade C in English Literature; UEC grade B5 in English
• Successful completion of an English for Academic Purpose course that satisfies the English requirements before commencing the degree at IGI. The English for Academic Purposes course must be undertaken at one of IGI’s approved ELICOS providers.

IGI reserves the right to ask a student to provide an English language test result.

Level 100

Level 200

Level 300

List of Electives

Level 100

Level 200

Level 300

Work integrated learning (WIL301) is a professional placement and capstone subject in the third year of the bachelor course. The purpose of the WIL is to provide an important opportunity for students to apply the theory and practice learned and continue to improve and apply their knowledge and skills in a real workplace professional setting. Students combine this with a workplace-based project with a focus on problem identification and research.

The work integrated learning unit, is a crucial part of a student’s program of study at IGI.
The single WIL unit consists of a minimum of 150 hours of placement, with the student completing a range of assessments throughout the unit of study.

Assessment methods
Assessment is an information gathering process with the aim of improving, evaluating, and understanding students’ learning to determine how well performance matches the expectations and learning outcomes of the unit.

Assessment tasks that make up a component of the total score for a unit have clear marking criteria highlighting the learning objectives; outcomes and expectations to achieve a particular grade.

Specified subject learning outcomes are assessed through a combination of:
• individual and group tasks; and
• formative and summative tasks.

Formative assessment is the gathering of data on student learning during an instructional or classroom encounter. It helps to identify concepts or skills that students are not learning well, and to take steps to improve student learning while the course is still in progress. Examples include:
• presentations.
• participation in group assignments or in class learning activities.
• simulations.

Summative assessment is the gathering of data on student learning at the conclusion of a subject, as a basis for judging student knowledge and skills.
Examples include:
• case studies.
• literature reviews.
• reports or essay writing.
• quizzes.
• reflective journals (when completed at the end of a unit)
• assignments (when completed at the end of a unit)