FACULTY OF BUSINESS, DEPARTMENT OF MANAGEMENT

EXECUTIVE MASTERS IN ENTREPRENEURSHIP AND INNOVATION

ENT 706 – NEW VENTURE CREATION

WINTER SEMESTER, ACADEMIC YEAR: 2020/2021

LECTURERS: DR. GAOFETOGE NTSHADI GANAMOTSE

CONTACTS: ROOM 245/018 E-MAIL: [email protected]

Whats App: 76147278

CLASS TIMES:

TBA

VENUE: MAINLY VIRTUAL

THURSDAYS: 18:00 – 21:00

PHYSICAL CLASS SESSIONS - TBA

CONSULTATION: BY APPOINTMENT

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1. COURSE DESCRIPTION
This experiential and interactive course is designed to provide students with a platform to
develop and grow profitable businesses. Given that students may be at different levels of
the new venture creation process, i.e. idea stage or already in operation at the beginning
of the course, students may be accepted in the course for either idea development or
development of turn around strategies. To this end, the course takes a two pronged
approach.

On one hand, students coming to the course at business ideas level are taken through the
process of conception, design and pitching of their new venture ideas. As such, the
students are introduced to the process of identifying new business opportunities,
researching and developing an innovative business concept and business model, and
analysing the resources and strategies necessary to implement it in the form of a new
venture. 

On the other hand, students who are already in business will be facilitated to grow their
companies. As such they will focus on development of turnaround strategies with a focus
on product and market development.

Not with standing that, all student entrepreneurs (teams) are required to demonstrate their
ideas/businesses are feasible as well as prove that the ideas/businesses are based on sound
business models. We are thus looking to graduate great teams that have developed
scalable business ideas that have high potential to scale.

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2. LEARNING OUTCOMES

Program Learning
Assessment Criteria Level Course Learning Outcomes
Outcomes

1.      Knowledge
3.1.1.1  Employ different methods to assess the attractiveness of
Upon completing this course, the learners should be able to:
business opportunities
3.1.1.2    Demonstrate an understanding of Key concepts underpinning 1. Demonstrate an understanding of creative and innovative
entrepreneurship and its application in the recognition and exploitation approaches to leveraging limited resources to start a new venture
of product/ service/ process opportunities (Effectuation principles)
3.1.2.1  Explain creative strategies for pursuing, exploiting and further
2. Effectively use appropriate tools to analyze a business opportunity
LO 3.1 - 3.1.1; 3.1.2; developing new opportunities
(feasibility, viability, risk and financial analysis)
3.1.3.
3. Analyze diverse business processes at the different stages of
3.1.2.3 Demonstrate an understanding of the key risks and the most business formation and growth using appropriate tools (business
effective processes in bringing different types of products or services to model, lean Canvas, value proposition canvas) for launching a new
market venture or new project for business development or for growing a
new venture.
3.1.2.4  Explain the different methods for minimizing uncertainties at
4. Describe their business ideas using a concept statement
different stages of the entrepreneurial process

1.      Skills
LO 3.2 - 3.2.3; 3.3.3 3.2.3.1 Comprehensively evaluate a business opportunity from the Upon completing this course, the learners should be able to:
perspective of a prospective investor. 1.     Develop products and services that are aligned to the needs of the
intended market - develop minimum viable product, develop customer
3.2.3.2 Conduct comprehensive reviews and to produce significant acquisition strategy
insights [Accessing, Processing & Managing Information] within the
2.     Develop sales strategies and follow through to facilitate organic
contexts of entrepreneurship.
growth
3.2.3.3 Appropriately develop interventions based on an understanding
of the relationships of the internal and external stakeholders involved 3.     Interact with potential customers to inform the development of
and to address the intended and unintended consequences of suitable solutions for to inform
interventions
4.     Competently manage critical relationships with key stakeholders
3.3.3.3 Apply new ideas, methods and ways of thinking
such as customers, suppliers, distributors and business coaches and
mentors to facilitate successful creation of a new venture.
5. Demonstrate capabilities in managing organizational dynamics -
develop related plans and strategies (develop business plan, marketing

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 plan, operational plans and analyse associated risks and assess
feasibility and viability)
6.   Successfully pitch the venture concept and model to a panel of
investors
7. Develop and maintain a Customer Relationship Platform

2.      ATTIDUDES
LO 3.3 - 3.3.1; 3.3.2;   Upon completing this course, the learners should be able to:
3.3.3 3.1.2.5 Demonstrate an understanding of the team dynamics, i.e. how
1. Willing to share with other incubates to facilitate collective growth
  teams develop and function as well as the various types of conflicts that
and cross pollination of ideas across the lab
  can arise during teamwork
  3.3.3.1 Effectively interact within a team as a means of enhancing 2. Adequately manage team dynamics and solve related conflicts in
  learning the process of creating and operating a new venture
  3. Be coachable
  4. Have positive work and business ethics
  3.3.3.2 Respond positively and effectively to problems in unfamiliar 5. Be self-propelling and proactive in pursuing the objectives of the
contexts company
 
6. Interact with stakeholder to develop customer centric products
 
and services
7. Effectively reflect on the entrepreneurial journey

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3. RATIONALE

Entrepreneurship plays a central role in promoting economic growth and

competitiveness. The resultant new companies generate economy-wide benefits by
injecting new entrepreneurial activities into a locality, providing new goods and services
and stimulating competition and forcing companies to become more innovative and
forcing obsolete ones out of the market, thereby rejuvenating the economic activity in the
locality. Entrepreneurship, also, plays a greater role in employment creation. However,
high failure rates have been reported across the globe.

The course purposes to provide the students with a safe haven to start and grow their new
ventures. As a result, the students are guided to practice the theoretical aspects of
entrepreneurship that have been acquired in the diverse courses that make up this
programme. Thus, the focus is more on the practice of strategy formulation, business
model formulation and implementation, customer development and sales than theory.

4. PRESCRIBED BOOKS AND OTHER READINGS

ESSENTIAL

1. Allen, Katheleen R. (2016) Launching New Ventures. 7 th Edition, CENGAGE

Learning.

2. Barringer, B. R. and Ireland, R.D (2006). Entrepreneurship: Successfully

launching a new venture. Prentice Hall. New Jersey.

OTHERS

1. Knott, A (2008). Venture Design. Sage Publications, Inc. thousand Oaks.

2. Finding your flow
a. https://medium.com/@hakbar2707/how-flow-state-helps-entrepreneurs-reach-
their-potential-9b989ac57179

b. https://www.entrepreneur.com/article/311940

c.

4.1. Value proposition canvas https://www.youtube.com/watch?v=aN36EcTE54Q

4.2. Joakim and Holmén (2013) Editorial: Business model innovation – the challenges ahead. Int. J.
Product Development, Vol. 18, Nos. 3/4, 2013
http://www.businessmodelcommunity.com/fs/Root/azvr9-
Bjorkdahl_and_Holmen_Business_Model_Innovati_on_The_challenges_ahead.pdf
http://www.sciedupress.com/journal/index.php/jms/article/view/8310/4982
4.3. Pivot defined: http://lexicon.ft.com/Term?term=pivot

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 4.4. Martin Zwilling (2012) A smart Buisness knows 8 ways to pivot their vision:
http://www.forbes.com/sites/martinzwilling/2012/01/21/a-smart-business-knows-8-ways-to-pivot-
their-vision/#532718df6314
4.5. When and how to pivot a business model: http://www.cleverism.com/when-how-pivot-business-model/
4.6. Startup secrets, stories, and strategies, with a Scandinavian twist.- http://torgronsund.com/
4.7. http://www.manager.io/desktop/download
4.8. https://youtu.be/aMIESSL6W60
4.9. ; https://www.youtube.com/watch?v=QoqohmccTSc

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5. DETAILED SYLLABUS BY WEEK OR OTHER, COULD ALSO INDICATE REFERENCES FOR EACH SECTION

DATE TOPIC SEMINAR ACTIVITIES PROJECTS AND ACTIVITIES

SEMESTER 1
Feb 10th; 17th Introduction to the Self-Discovery -
Course Are you an entrepreneur – GET2Test Develop concept statement – Presentation of Concept
 Idea worth solving Statement
 Development of a
concept statement
Feb 24rd ; Mar 3rd; Feasibility analysis
10th (business concept, Consultation with Business Coaches
feasibility tests)
Feasibility analysis tools Carry out a feasibility analysis for the projects and
 Porter’s 5 forces produce a feasibility analysis report
 Industry life
cycle
 Competitive analysis
grid

Mar 31st – 28th April Feasibility Analysis fieldwork

May 5th 5 minutes Feasibility Analysis Video Presentations SUBMISSION FEASIBILITY ANALYSIS
REPORT 5th May
May 5th Business Model Canvas and Lean Canvas Submit Business Model canvas – May 10th
SEMESTER ENDS

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 SEMESTER 2
WEEKS TOPIC SEMINAR/MENTORSHIP ACTIVITY PROJECTS AND ACTIVITIES
Week 1 - Feb 8th Introduction Business plan development starts

Business Plan Stutley – The Definitive Business Plan

Week 2 - Feb 15th
Week 3 - Feb 22nd Refinement of models Value proposition canvas Value proposition;

Meet your Mentor – setting of weekly coaching dates and

key performance indicators
Week 4 - Mar 1st New Ideas: Product Meet Your mentor – Setting of monthly mentorship dates
development Process flow chart; prototype development; market
Week 5 - Mar 8th Weekly Guest speakers validation
Existing Ideas: market Monthly mentorship continues
validation
Empathy mapping The good kitchen case study
Week 6 - Mar 15 th
 customer analysis; Marketing plan development
 Competitor analysis
 SWOT analysis

Week 7 & 8 – Mar Strategies Submission of Marketing Plan

22nd ; 29th  Operations strategy
 Growth strategy
Week 9 - Mar 5th  Risk assessment and
mitigation
 Succession planning

Week 10 - 13: Apr Financials

12th; 19th ; 26th
Week 14: May 2nd Pitch Deck Development Weekly coaching and weekly guest speakers Wrap up and finalisation of evidence portfolios
and mock Pitch including preparation of reports on financial
performance (Budget VS actuals)
SUBMISSION OF VIDEO PITCH; REFLECTIVE
ESSAY, BUSINESS PLAN AND EVIDENCE
PORTFOLIOS

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NOTE: Since the students take this course on a part-time basis, students are requirement to make arrangements for their companies to run on a
full time basis. For example, the entrepreneurs may arrange for student interns to do certain aspects of the business whilst the focus on the
development of the business. Also, students are required to maintain a daily diary, throughout the semester.

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6. LEARNING AND TEACHING ACTIVITIES
Learning and teaching is facilitated through lectures, group seminar discussions and
individual work to provide a challenging and experimental environment for learning.
Lectures are used to ground the students in new venture creation theory. Seminars are
designed to enable the students to collaborate in exploring the concepts covered in the
lecture with a view to broaden their understanding. Individual projects are designed to
facilitate individual learning.

7. MODES OF ASSESSMENT
Because this course takes an experiential learning approach, student learning is
assessed through an array of evidence. The evidence portfolio presents all the
evidence compiled by the student to demonstrate their competencies and capabilities
to describe their business ideas using a concept statement, justify the feasibility and
viability of their business idea, ability to develop and execute business models,
marketing and sales plans as well as business plans. The students are further required
to demonstrate capabilities are sourcing for resources for both start-up and growth by
pitching their ideas idea to a panel of investors. Thus the students are expected to
emerge from the course with at least a proven concept, ready to demonstrate traction
to potential investors.

The marks are allocated, as follows:

TASK Weighting
1. Concept statement (presentation) - SEMESTER 1 5%
2. Feasibility Analysis (Presentation) - SEMESTER 1 5%
3. Business Feasibility Report - SEMESTER 1 15%
4. Business Models, Value Proposition, Lean Canvas (Presentations) 15%
- SEMESTER 1
Sub Total) 40%
5. Business Plan Video Pitch - SEMESTER 2 5%
6. Business Plan - SEMESTER 2 30%
7. Profitability - SEMESTER 2 5%
8. Reflective Essay and Evidence Portfolio - SEMESTER 2 20%
Sub Total Project 60%
TOTAL 100%

8. ACADEMIC DISHONESTY (WRITE-UP FROM CALENDAR).

___________________________________________________________________________

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9. RUBRICS

9.1. CONCEPT STATEMENT RUBRIC

Attribute Possible Below Average Above Average Good Excellent

Marks
Product description and functionality 5
Target market 5
Product benefits 5
Market positioning 5
Sales and distribution 5
Management team 5
Total Marks 30

9.2. FEASIBILITY ANALYSIS RUBRIC

ATTRIBUTES Possible Below Average Above Average Good Excellent

Marks
Table of Contents 2
Executive Summary 5
Introduction 5
Product service Feasibility Analysis 15
Industry Market Feasibility Analysis 20
Market Positioning 10
Organisational Feasibility Analysis 15
Financial Feasibility Analysis 15
Conclusion 5
Appendices 8
TOTAL 100

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 9.3. BUSINESS MODEL

Possible Below Above

Good Excellent
ATTRIBUTES Marks Average Average
Customer Segments 9       Identifies at least 3 different types of customer segments

Value Proposition 12       Generates at least 3 value propositions for each of customer segments
Correctly aligns the various distribution channels with the value
Distribution Channels 12       propositions and the intended market segments
Defines at least 3 types of tools they will employ to forge and maintain
relationships with customers in order to deliver value to their intended
Customer Relationships 6       market segments
Revenue Streams 9       Describe 3 revenue streams
Outlines at least 3 core capabilities that will enable the proposed venture
Core Capabilities 9       to deliver value to its customers
Outlines at least 3 partners that they will have to work with to be able to
Partner Network 6       deliver the intended value
Describe the activities they will have to configure to enable them to
Activity Configuration 6       deliver value to their customers
Cost Structures 8       Outlines 4 cost centres for their business model
Correctly fit business model into a business model canvas and correctly
labels the canvas (infrastructure, offer, customer and revenue components
Business Model Canvas 8       of the business canvas).
Has provided evidence, at least 5 models, to demonstrate that business
Business Model Innovation 15 model is not static
Total 100

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 9.4. GROUP PRESENTATIONS– LEAN CANVAS RUBRIC

ATTRIBUTES Possible Below Average Above Average Good Excellent

Marks
Quality of slides 10
Presentations skills 10
Lean Canvas
Problem Statement 10
Alternative 10
Solution 10
Unfair advantage 10
Value Proposition Canvas
Jobs to be done 10
Pains 10
Jains 10
Value Map – Customer 10
profile Fit
Total Marks 100

9.5. EVIDENCE PORTFOLIO

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 The students are supposed to produce a 2000 words personal reflective statement, which will be supported by an evidence portfolio. The personal
reflective statement carries 10 marks and the evidence portfolio carries 10 marks as well.

Evidence Portfolio - 10 Marks (Converted as x/480*10)

The purpose of the evidence portfolio is to keep a record of the student journey during the process. The portfolio is to be assessed during the coaching sessions. It is
important that the following are kept in the portfolio and marks should be allocated monthly as follows:
MONTHS
Attributes
1 2 3 4 5 6 TOTAL
A record of the decisions made on each aspect of the business model 5 5 5 5 5 5 30
Reasons advanced in support of the decision 3 3 3 3 3 3 18
What the team has to do to ensure the revised business model works 2 2 2 2 2 2 12
Minutes of the coaching sessions (5*4 meetings per month) 20 20 20 20 20 20 120
Minutes of meetings with the advisor, highlighting valuable lessons learnt 5 5 5 5 5 5 30
A daily journal, to be kept individually, to help students take note of their emotions, feelings and actions (4 reviews
20 20 20 20 20 20 120
per month)
Records pertaining to the controls and performance (bookkeeping, customer relationship management, 20 20 20 20 20 20 120
Make it interesting – use photos and any other evidence you deem appropriate 5 5 5 5 5 5 30
Total Possible Points 80 80 80 80 80 80 480

PLEASE NOTE: Evidence for the following is also to be included in the evidence portfolio. However, they are assessed separately

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 9.6. BUSINESS PLAN RUBRIC

Possible Below Above Good Excellent

ATTRIBUTES
Marks Average Average
Table of contents 2
Quality of executive summary 5
Current situation 15
         Basic information 1  
         Vision 2  
         Mission 2  
         Goals and objectives 2  
         Core values 2  
         Business organisation 2  
         Products and services
2
description  
         Core competencies 2  
The environment 12
         The economy 3  
         Market analysis 3  
         Competitor analysis 3  
         Competitive advantage 3  
Strategies and plans  9
         Business strategies 3  
         Marketing strategies 3  
         Operational plans 3  
Financial analysis  23
         Initial capital
2
requirements  
         Sales projections 4  
         Operating costs
2
projections  
         Pro forma Income
4
statement/profit and loss  
         Breakeven analysis 3  
         Cash flow statement 4  
 Balance sheet 4  
SWOT analysis 3
Risk analysis 3
Conclusion 3
Viability Analysis (Ratio analysis) 3
Appendices 22
 Detailed Financials 10  
 Detailed Business Strategies 10
 Management team profile 2
Letters of Intent/ List of initial off
takers 2
Total 100

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 9.7. INCUBATION REPORT (REFLECTIVE STATEMENT) MARKING SCHEME

ASSESSMENT BRIEF

The students will submit a 2000 words personal reflective essay. The personal reflective essay
enables the student to be a reflective learner / practitioner. The student is required to articulate
how his/her experiences have informed their understanding, the various new venture creation
activities and choice of actions. Whilst the paper is personal and could even be subjective, the
students must draw from literature to justify actions and decisions taken during the Business
Incubation Implementation course. As an academic exercise, the essay must have references, as well
as be coherently written.

Due Date:
Mark Allocation

Marks
Attribute
(%)
1.       Title page: Does this include the: title? Author’s name? Module/course details? 2
2.       Acknowledgements: Have all sources of help been acknowledged? Not only for writing the
3
report but through the student’s entrepreneurial journey
3.       Contents: Are all the main sections listed in sequence? Has the list been automatically
5
generated?
4.       Abstract or summary: Does this state: the main task? The methods used in coming up with
5
the statement? The conclusions reached? The recommendations made?
5.       Introduction: Does this include: your terms of reference? The limits of the report? An outline
5
of the method - reflection? A brief background to the subject matter?
6.       Reflection: Does this include: Why reflection, why incubation – importance and value,
reflection on role played? Reflection on individual learning and development with regards to
graduate attributes? Reflection on the entrepreneurial processes? What has informed decisions
and actions taken? Reflect on feelings, emotions as well. Are actions and decisions made 30
supported by appropriate literature? Other challenges and how they were mitigated. reflection in
hindsight i.e. reflection on what could have been done differently. At the postgraduate level it is
important that you draw from your knowledge from other courses to inform your reflection.
7.       Conclusions and recommendations: Have you drawn together all of your main ideas? Have
10
you avoided including any new information? Are your recommendations clear and concise?
8.    Academic References: Have you listed all references? Have you included all the necessary
5
information for locating each reference? Are your references accurate and consistent?
9.    Appendices: Have you only included supporting information? Does the reader need to read
 
these sections? Does the attached personal diary reflect feelings, emotions and personal
15
development over time?
10.    Writing style: Have you used clear and concise language? Are your sentences short and
jargon free? Are your paragraphs tightly focused? Have you used the active or the passive voice? 10
11. Use of information technology: are the tables of contents and bibliography automatically
10
generated? Is a reference manager used? Are the figures and tables appropriately labelled?
TOTAL 100

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GUIDELINES

Title page

Include title, student number, module/course details. Please do not write your name.

Acknowledgements

Acknowledge all sources of help.

Contents

Automatically list all the main sections in sequence, include a list of illustrations and a list of tables.

Abstract or summary

Highlight the main task, the methods used, the conclusions reached and the recommendations made.

Introduction

Guide the reader through the report. In addition, include a justification of the importance of business
incubation and personal reflection to both the learner and the reader. Also, cover the limits of the report
here.

Literature Review

Provide a brief background to the subject matter. You should cover pertinent issues of business
incubation as a tool for facilitating creation and growth of new ventures with high growth potential. Also,
touch on the literature that places business incubation in the entrepreneurial environment framework as
well as issues pertaining to measurement of business incubator and incubates (clients) performance.
Team and start-up literature will also be ideal here.

Reflection

Here you go through an introspection journey. Touching on, but not limited to, what you did, your
feelings, frustrations and most importantly what you could have done differently. Use literature to
support the normality or non-thereof of the issues, feelings, and actions taken during the start-up phase.
In addition, use literature to justify why you feel the alternative action could have helped.

Conclusions and recommendations

Draw together all of your main ideas. It is important that you do not include new information at this
stage. Make clear and concise recommendations in line with the issues raised in your write up.

References

Use reference management system (EndNote) to facilitate automatic listing of all references used in
the report. Make sure that all the necessary information for locating each reference is included in
the list.

Appendices

Include detailed supporting information that you could not otherwise include in the main report
here. Refer to detailed supporting information, located in the appendices, in the report where only
the abridged version is used.

Writing style

Use clear and concise language. Make a habit of using short and jargon free sentences. Make sure
that you maintain consistency and coherently link your sentences and paragraphs.

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REFERENCING STYLE (Copied as is from the Research Report Guidelines):

“All references should be given in APA format.

The APA has two recommended styles, one for submitted work and one for published work.
The ‘APA Published’ style should be used in all work submitted in the Department.
Below is a brief introduction to APA reference format. For more detailed information, see the
APA publication manual, which is available in the Library.

References in the text of the report:

Give the surname of the author and the date in parentheses, separated by a comma. If the
author’s name is part of the sentence, just add the date in parentheses:

This evidence was supported in a further study (Walker, 1989), where it was found ...

... as Walker (1989) writes.

If you are referring to more than one work in the same parentheses, separate them with
semicolons and arrange them in the order in which they appear in the reference list (see
below)
— usually this will simply be alphabetical order:

… as various authors have shown (Johnson, 1995; Thomas, 1990; Walker, 1989).

It is not usually necessary to give a page number except with a quotation:

Two classes of variables are important: ‘(1) the psychological state of readiness to take
specific action, and (2) the extent to which a particular course of action is believed to
bebeneficial in reducing the threat’ (Rosenstock, 1966, p. 98).

If a work has two authors, give both surnames with ‘and’ in between:

(Smith and Jones, 2001)

If a work has three to five authors, give all names the first time they appear, and the first
author’s name followed by ‘et al.’ for subsequent references:

(Albarracín, Johnson, Fishbein and Muellerleile, 2001) … (Albarracín et al., 2000)

If there are six authors or more, use the first author’s name followed by ‘et al.’ for all
references, including the first. If two multi-authored works abbreviate to the same ‘et al.’

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form, include as many names as is necessary to distinguish them. In this case, ‘et al.’ should
be preceded by a comma:

‘(Weinstein, Lyon, et al., 1998; Weinstein, Rothman, et al., 1998)’

Where you have cited more than one work by the same author(s) published in the same
year, add a lower case letter to distinguish between them:

(Walker, 1999a, 1999b)

Treat the name of a group author as follows:

(Department of Health, 1998)

A study by the Department of Health (1998), …

Where a group is commonly identified by its initials, give the name in full the first time only

(British Institute of Learning Disability [BILD], 1996) … (BILD, 1996)

Where you cite a work via a secondary source, use the following format:

‘This has been supported by West and Farrington, 1973 (cited in Stephenson, 1992)’.
You must include the full reference for both the primary and secondary source at the end of
the text. (NB it is always preferable to use primary rather than secondary sources.)

List of references at the end of your research project

The list should be ordered alphabetically by the surname and initials of the first author, then
by the surnames and initials of subsequent authors, then by date of publication, then by title
(excluding ‘A’ or ‘The’). Remember that ‘nothing precedes something’, e.g. Green, Z.
precedes
Greenberg, and Weinstein (2000) precedes Weinstein & Lyon (1999).
After the surname, put the author’s initial(s) (not full forenames), then put the year of
publication in parentheses, followed by a full stop. For multi-authored works, list all authors
(even if there are more than five), separated by commas, and use an amperes and (&)
instead of the word ‘and’
before the last name.

Kneip, R. C., Delamater, A. M., Ismond, T., Milford, C., Salvia, L., & Schwarz, D.
(1993).

Journal articles

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In the case of a journal article, the author name(s) and year of publication are followed by:
the title of the article (with initial letters in lower case), the name of the journal (underlined or
in italics), the volume number (underlined or in italics) and the first and last page numbers of
the article. (In journals where the page numbering is not continuous throughout each
year/volume, the issue number should be included too.)

Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life
and longevity: findings from the Nun Study. Journal of Personality and Social
Psychology, 80, 804-813.

Klimoski, R., & Palmer, S. (1993). The ADA and the hiring process in organizations.
Consulting Psychology Journal: Practice and Research, 45(2), 10-36.

Books

The author name(s) and year of publication are followed by: the title of the book, which
should be underlined or in italics; the edition or volume (if appropriate); the place of
publication and the publisher. If the publishing house has several sites, give the closest.

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An
introduction to theory and research. Reading, MA: Addison-Wesley.

Taylor, S. E. (1999). Health psychology. (4th ed.). New York: McGraw-Hill.

Terry, D. J., Gallois, C., & McCamish, M. (1993). The Theory of Reasoned Action: Its
application to AIDS-related behavior. Oxford: Pergamon.

Chapters in books
The author name(s) and year of publication are followed by: the title of the chapter; the
name(s) of the editor(s), preceded by ‘In’ and followed by (Ed.) or (Eds.); the title of the
book, which should be underlined or in italics; the edition or volume (if appropriate); the first
and last page numbers of the chapter (in parentheses and preceded by ‘pp. ‘); the place of
publication and the publisher.

Conner, M., & Sparks, P. (1996). The theory of planned behaviour and health
behaviours. In M. Conner & P. Norman (Eds.), Predicting Health Behaviour: Research
and Practice with Social Cognition Models (pp. 121-162). Buckingham: Open University
Press.

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Gollwitzer, P. M. (1990). Action phases and mind-sets. In E. T. Higgins & R. M.
Sorrentino (Eds.), Handbook of Motivation and Cognition: Foundations of Social
Behavior (Vol. 2, pp. 53-92). New York: Guilford Press.

Maccoby, E. E., & Martin, J. (1983). Socialization in the context of the family: parentchild
interaction. In P. H. Mussen (Series Ed.) & E. M. Hetherington (Vol. Ed.),
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Web citation:

Here is the References entry:

McGann, J. (1995). The rationale of HyperText. Retrieved June 27, 2001, from
University of Virginia, Institute for Advanced Technology in the Humanaties Web site
http://jefferson.village.virginia.edu/public/jjm2f/rationale.html

For further information, see

 Publication Manual of the American Psychological Association (5th ed.).

(2001). Washington, DC: American Psychological Association.

 The links under Style and Formatting on the departmental Study Skills page”

Source:
www.kent.ac.uk/psychology/studying/studyskills/essays/pdf cited in Research report
guidelines.

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