UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Economic and Management Sciences
⋄
PORTFOLIO ASSESSMENT
Entrepreneurship III, Oct/Nov 2026
⋄
Module Code: ETP3701
Module Name: Entrepreneurship III
Assessment: Portfolio Assessment
Due Date: October 2026
Semester: Oct/Nov 2026
, UNISA | ETP3701 Portfolio Assessment, Oct/Nov 2026
Section A: Reflection on Assessment 2
Question: Reflect on the group assessment project completed in Assessment 2 by preparing a re-
flection of approximately 2 pages or less addressing the following.
1.1 Explain your role and contribution to the project.
In the Assessment 2 project our group developed Mzansi Fresh Crate, a weekly fresh fruit and
vegetable box delivered to working households in Soweto. I acted as financial and pricing lead
and was responsible for the start-up costs, the pricing, the cash-flow forecast and the fund-
ing section. My clearest contribution was the cost and pricing table, including the break-even
calculation for the weekly box. I also read the sections written by other members before sub-
mission, which exposed a mismatch between the delivery cost in the financial section and the
cost quoted in the marketing section, and I attended seven of our eight group meetings.
1.2 Discuss any challenges experienced during the completion of the project.
Coordination was the first challenge: members lived in Soweto, Midrand and Pretoria, and data
costs and load-shedding interrupted online meetings. A second was a uneven workload, be-
cause two members carried most of the writing in the final week. Agreeing on a single busi-
ness opportunity was the third, since half the group favoured a catering idea and half favoured
fresh produce delivery. Tuckman’s (1965) model places this kind of friction in the storming
stage of group development, which most groups must pass through before they perform well.
We handled it by fixing weekly deadlines, dividing sections by strength, and agreeing that a
majority vote settles a tie, and the work improved once responsibilities were written down.
1.3 Explain what you learned about working as a collective in entrepreneurship.
An entrepreneurial team holds more means than one person does. Sarasvathy (2001) describes
effectuation as starting from who the founders are, what they know and whom they know,
and a group widens each of those three. In our case the group combined numbers, design,
and community contacts in Soweto, which no member had alone. I also learned that a team
needs explicit roles and shared accountability: when a role was vague, the task was done late
or twice. Disagreement proved useful when it was directed at the idea rather than the person,
because it forced us to test assumptions before committing to them.
1.4 Discuss how the project influenced your entrepreneurial thinking and future business aspi-
rations.
Before the project I treated a business idea as something to perfect and then launch. Ries
(2011) argues that a start-up learns through testing assumptions with real customers, and the
project moved me towards that view: an idea is a set of guesses until customers confirm it. I
now look for the problem first and the product second, and I pay attention to cash flow and
cost before I get attached to a concept. Looking ahead, I aim to start a small fresh-produce
venture within two years, first as a side business while employed, beginning with completing
the NYDA business management training and selling to ten households.
Page 2 of 10
College of Economic and Management Sciences
⋄
PORTFOLIO ASSESSMENT
Entrepreneurship III, Oct/Nov 2026
⋄
Module Code: ETP3701
Module Name: Entrepreneurship III
Assessment: Portfolio Assessment
Due Date: October 2026
Semester: Oct/Nov 2026
, UNISA | ETP3701 Portfolio Assessment, Oct/Nov 2026
Section A: Reflection on Assessment 2
Question: Reflect on the group assessment project completed in Assessment 2 by preparing a re-
flection of approximately 2 pages or less addressing the following.
1.1 Explain your role and contribution to the project.
In the Assessment 2 project our group developed Mzansi Fresh Crate, a weekly fresh fruit and
vegetable box delivered to working households in Soweto. I acted as financial and pricing lead
and was responsible for the start-up costs, the pricing, the cash-flow forecast and the fund-
ing section. My clearest contribution was the cost and pricing table, including the break-even
calculation for the weekly box. I also read the sections written by other members before sub-
mission, which exposed a mismatch between the delivery cost in the financial section and the
cost quoted in the marketing section, and I attended seven of our eight group meetings.
1.2 Discuss any challenges experienced during the completion of the project.
Coordination was the first challenge: members lived in Soweto, Midrand and Pretoria, and data
costs and load-shedding interrupted online meetings. A second was a uneven workload, be-
cause two members carried most of the writing in the final week. Agreeing on a single busi-
ness opportunity was the third, since half the group favoured a catering idea and half favoured
fresh produce delivery. Tuckman’s (1965) model places this kind of friction in the storming
stage of group development, which most groups must pass through before they perform well.
We handled it by fixing weekly deadlines, dividing sections by strength, and agreeing that a
majority vote settles a tie, and the work improved once responsibilities were written down.
1.3 Explain what you learned about working as a collective in entrepreneurship.
An entrepreneurial team holds more means than one person does. Sarasvathy (2001) describes
effectuation as starting from who the founders are, what they know and whom they know,
and a group widens each of those three. In our case the group combined numbers, design,
and community contacts in Soweto, which no member had alone. I also learned that a team
needs explicit roles and shared accountability: when a role was vague, the task was done late
or twice. Disagreement proved useful when it was directed at the idea rather than the person,
because it forced us to test assumptions before committing to them.
1.4 Discuss how the project influenced your entrepreneurial thinking and future business aspi-
rations.
Before the project I treated a business idea as something to perfect and then launch. Ries
(2011) argues that a start-up learns through testing assumptions with real customers, and the
project moved me towards that view: an idea is a set of guesses until customers confirm it. I
now look for the problem first and the product second, and I pay attention to cash flow and
cost before I get attached to a concept. Looking ahead, I aim to start a small fresh-produce
venture within two years, first as a side business while employed, beginning with completing
the NYDA business management training and selling to ten households.
Page 2 of 10
