Unit Synopsis
Think Big is a unit about generating, developing, and evaluating ideas for the introduction of innovative and viable new ventures. Think Big entails a process of discovery designed to develop creation of dynamic and impactful enterprises. You will learn about innovative business concepts and the design of performance-differentiating business models. The unit will assist you to generate new marketable ideas and develop skills in innovative thinking, and market assessment in digital, commercial, service and social contexts. This unit will also introduce you to the concept of ideation and horizon thinking, and explore how creative and innovative ideas are generated through teamwork and by brainstorming or workshopping ideas. You will be able to apply the principles of lean entrepreneurship and appreciate what is involved when starting a business or a social enterprise, as well as how to pitch business ideas to potential investors as part of an entrepreneurial team. The unit has a strong practice and market disruption focus.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 9 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Report | 30% |
| 2. Report | 30% |
| 3. Group Work | 40% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 92.31% (`Agree` and `Strongly Agree` responses), based on a 23.42% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: Students and unit coordinator
Overall, the student feedback from the students about their learning experience is positive, and it supports the current learning and teaching practices in the unit.
The recommendation is to maintain the current learning and teaching philosophy and practices.
This approach was maintained with encouragement for students to develop new venture ideas for their home country.
Source: Students and unit coordinator
Students have expressed a desire for stronger connections between the unit and industry practices. They suggested more integration of real-world problem-solving scenarios.
The recommendation is to collaborate with local businesses and entrepreneurs to bring real-world challenges into the classroom. Invite entrepreneurs as guest speakers to share the problems they face and the solutions they've implemented in their successful ventures. This approach will help students apply their learning in practical settings and better understand industry standards.
An Australian mining services company was provided as a case study. One of the co-founders of Hevi App was interviewed with a comprehensive recording uploaded to Moodle as a background briefing for students. The case was used in subsequent workshop discussions to exemplify aspects of entrepreneurship theory and practice.
Source: Students and unit coordinator
The unit is open to students from all disciplines, but its content is primarily explained from business and management perspectives. This makes it challenging for students without business backgrounds to relate the concepts to their own fields.
The recommendation is to incorporate examples and case studies from a wider range of industries, e.g., engineering, agriculture, nursing, healthcare, etc., to illustrate entrepreneurial concepts. This will help students from diverse backgrounds see how entrepreneurship applies across various sectors and make the content more relevant to their own disciplines.
The action taken is to encourage and enable students to discuss their assessment ideas and challenges at the workshops. As students can choose their own industry/sector for some assessments, discussing their choices and challenges can help them and others understand and apply entrepreneurial concepts. Other case study examples will also be discussed at the workshops.
Source: Students and unit coordinator
Students have noted that the one-hour pre-recorded lecture videos can be difficult to digest in one sitting.
The recommendation is to provide a table of contents under each lecture video on Moodle, indicating the time slots for each subtopic. This approach will help guide students to the necessary content, making it more accessible and easier to follow.
This is a good suggestion which will be actioned for 2026.
Source: Workshop feedback
Inclusion of a real-world case study, supported by recorded interview with the co-founding entrepreneur, was very popular and insightful.
Include this approach in subsequent Terms.
In Progress
Source: Workshop feedback
Business model deconstruction of existing entrepreneurial businesses provided deep context about the interactive effects of key components of the BMC.
Continue to incorporate examination of entrepreneurial businesses from home country contexts.
In Progress
On successful completion of this unit, you will be able to:
- Develop, through independent research, an advanced and integrated understanding of the key concepts of innovation, business models, and new ventures in commercial, digital, service, and social contexts
- Critically analyse cases of disruptive innovation by applying lean entrepreneurship principles
- Generate, evaluate and communicate creative ideas for new ventures, both as independent learners in teams and as leaders of teams, to a variety of audiences
- Research and apply established theories related to ideation processes, business model design principles, and forecasting
- Critically discuss and reflect on the technical, financial, and organisational constraints for innovative new ventures.
Not applicable.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Report | • | • | • | ||
| 2 - Report | • | • | • | • | |
| 3 - Group Work | • | • | • | ||
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | • | • | • | • | |
| 2 - Communication | • | • | |||
| 3 - Cognitive, technical and creative skills | • | • | • | • | • |
| 4 - Research | • | • | • | ||
| 5 - Self-management | • | ||||
| 6 - Ethical and Professional Responsibility | • | • | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |