International Entrepreneurship / Business Management
International Entrepreneurship: Start-up Business Idea and International Market Expansion Pitch
This group presentation assessment requires students to develop and pitch an internationally oriented entrepreneurial business idea. Students may create their own start-up or select an existing small or medium-sized enterprise or family firm. Large multinational organisations are not permitted. The selected business must have an international dimension, either from its inception or through credible plans to undertake international activities such as overseas sourcing, manufacturing, selling or market expansion within approximately three to five years. The presentation requires students to clearly explain the proposed business idea, its products or services and the customer value proposition. Students must demonstrate how a viable market opportunity or gap has been identified and explain how the proposed venture intends to capture that opportunity. Consideration may also be given to social entrepreneurship and the potential contribution of the business to local communities. A significant part of the assessment examines how an entrepreneurial venture can overcome the practical challenges associated with start-up development and internationalisation. Students should evaluate resource scarcity and the role of entrepreneurial networks or open innovation, propose appropriate funding mechanisms such as angel investment, venture capital or crowdfunding, and explain how the venture's intellectual property could be protected. Students must also present a credible international growth strategy. This includes identifying suitable foreign markets, analysing competitors, selecting appropriate market-entry modes, defining target customer segments and developing suitable marketing and promotional strategies. All arguments should be supported with reliable evidence, with sources cited directly within the presentation and a reference list included. The assessment places emphasis on knowledge and application of entrepreneurship theories, clarity and focus of the business idea, quality and reliability of supporting materials, professional presentation delivery and the group's ability to respond confidently during questioning. All group members are expected to contribute to the work and presentation. The accompanying Group Engagement Form specifically records whether members contributed equally and allows agreed contribution percentages to be documented. Reference style: enter Not specified rather than automatically selecting Harvard. The brief requires reliable sources, slide citations and a reference list, but the uploaded assessment documents do not prescribe a named referencing system. If the actual library file you are uploading is the FourGaz presentation sample, rather than a new 2025/26 submission, use the title “FourGaz: International Entrepreneurship Start-up and Market Expansion Strategy” and do not label it 2025/26, because that sample is dated 25 November 2019.
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Entrepreneurship and Business Start-up
5,000 words
Enterprise Start-up Portfolio — Business Plan, Fundraising Strategy and Entrepreneurial Self-Assessment
An enterprise start-up portfolio assessment asks students to originate a business idea and build the full supporting case for it, then present that case both in writing and as a recorded investor pitch. It is a pass/fail module structure in which every component must be passed individually — a strong business plan cannot compensate for a weak pitch, or vice versa. The written portfolio divides into two unequal halves. The larger part is the business plan itself, built to a fixed section structure with prescribed word allocations: an executive summary; the business idea set against an identified market gap, with market research and competitor analysis; customer profiles and segmentation; product development; marketing and communications; financials and business models covering costing, pricing, sales and revenue; and the founding team with its core competencies. The word allocations are not decorative — financials carry the single largest weighting in both the word budget and the marking rubric, which tells students where analytical depth is expected and where concision is. The smaller part is reflective. It covers the fundraising strategy — which funding sources are realistic for this venture, and how each would be targeted, approached and secured — and the student's own entrepreneurial tendency, informed by a standardised self-assessment instrument taken online. The rubric here rewards critical self-reflection over description: reporting a test result scores poorly; interpreting what the result means for how this founder should build a team and where they need support scores well. The pitch component is assessed on visual and audio quality, content and message, comprehension, delivery, and evident preparation. Technical execution carries real marks, which students routinely underestimate. Two things separate strong submissions. The first is internal consistency: the revenue model must follow from the pricing, the pricing from the customer segment, the segment from the identified gap. Plans that read as seven separate essays under seven headings lose marks even when each section is individually competent. The second is specificity in the financials — costing assumptions stated and justified, rather than round numbers presented without derivation. Note that assessments of this type commonly require the student to retain all drafts and earlier versions of their work, and to sign a detailed declaration itemising exactly how any AI tools were used. Our support on assessments of this type is guidance-based. Typical areas of help include: explaining what a market gap argument needs to be credible, showing how competitor analysis should be structured rather than listed, clarifying how costing and pricing assumptions should be built and presented, reviewing whether a fundraising strategy matches the venture's actual stage, explaining how reflective writing is assessed at postgraduate level, and checking a completed draft against the published rubric.
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