UNIVERSITY OF SOUTH AFRICA
College of Economic and Management Sciences
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
ETP3701: Entrepreneurship III
Portfolio Assessment | October/November 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
ETP3701
Module Code:
Entrepreneurship III
Module Name:
Portfolio Assessment (Sections A to C)
Assessment:
Mzansi Fresh Laundry
Business Idea:
October 2026
Due Date:
100
Total Marks:
Submitted in partial fulfilment of the requirements for Entrepreneurship III, UNISA 2026
, UNISA | ETP3701 Portfolio Assessment
Question 1: Reflection on the Assessment 2 Group Project
Reflect on the group assessment project completed in Assessment 2 (approximately two pages or less).
Explain your role and contribution; discuss the challenges experienced; explain what you learned about
working as a collective in entrepreneurship; and discuss how the project influenced your entrepreneurial
thinking and future business aspirations.
1.1 My role and contribution to the project
In Assessment 2 our group developed Mzansi Fresh Laundry, a pick-up and delivery laundry
service for students and working professionals. I served as the research and finance lead, and
my contribution had three parts. First, I carried out the market and competitor scan, compar-
ing the prices and service models of five laundromats and two dry-cleaning chains in our area,
which shaped our price positioning. Second, I built the start-up cost schedule and the three-
year cash-flow projection that later became the foundation of the funding application in Sec-
tion C. Third, I coordinated our weekly check-ins and merged the individual sections into one
submission. Osterwalder and Pigneur (2010) describe a business model as the logic through
which an organisation creates, delivers and captures value; my work gave the revenue stream
and cost structure blocks of our canvas their numerical grounding.
1.2 Challenges I experienced during the project
Three challenges stood out. The first was coordination: members worked and studied in differ-
ent places, so meetings clashed with shifts and lectures, and early deadlines slipped. A second
was a uneven workload, because one member went silent for two weeks and the others had
to absorb that work. Third came a disagreement over the target market, since half the group
wanted to serve students only and the other half wanted working professionals who could
pay more. Tuckman (1965) describes this kind of tension as the storming phase of group de-
velopment, where people test roles and priorities before the team settles. We resolved them
by agreeing written roles and deadlines in a shared document, rotating the meeting time, and
settling the target market debate with evidence from our competitor scan rather than opinion.
The scan showed that professionals paid roughly double the student rate, so we kept both seg-
ments with differentiated pricing.
1.3 What I learned about working collectively in entrepreneurship
Katzenbach and Smith (1993) define a team as a small number of people with complementary
skills who are committed to a common purpose and hold each other accountable. Our project
showed me why that definition matters for ventures. No single member had the market re-
search, financial and design skills the business needed, so the venture only became credible
once those skills were combined. I also learned that accountability must be explicit: tasks with
a named owner and date were completed, while tasks assigned to “the group” were not. Saras-
vathy (2001) argues that entrepreneurs who build partnerships early can expand their means
Page 2 of 14
College of Economic and Management Sciences
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
ETP3701: Entrepreneurship III
Portfolio Assessment | October/November 2026
⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄ ⋄⋄
ETP3701
Module Code:
Entrepreneurship III
Module Name:
Portfolio Assessment (Sections A to C)
Assessment:
Mzansi Fresh Laundry
Business Idea:
October 2026
Due Date:
100
Total Marks:
Submitted in partial fulfilment of the requirements for Entrepreneurship III, UNISA 2026
, UNISA | ETP3701 Portfolio Assessment
Question 1: Reflection on the Assessment 2 Group Project
Reflect on the group assessment project completed in Assessment 2 (approximately two pages or less).
Explain your role and contribution; discuss the challenges experienced; explain what you learned about
working as a collective in entrepreneurship; and discuss how the project influenced your entrepreneurial
thinking and future business aspirations.
1.1 My role and contribution to the project
In Assessment 2 our group developed Mzansi Fresh Laundry, a pick-up and delivery laundry
service for students and working professionals. I served as the research and finance lead, and
my contribution had three parts. First, I carried out the market and competitor scan, compar-
ing the prices and service models of five laundromats and two dry-cleaning chains in our area,
which shaped our price positioning. Second, I built the start-up cost schedule and the three-
year cash-flow projection that later became the foundation of the funding application in Sec-
tion C. Third, I coordinated our weekly check-ins and merged the individual sections into one
submission. Osterwalder and Pigneur (2010) describe a business model as the logic through
which an organisation creates, delivers and captures value; my work gave the revenue stream
and cost structure blocks of our canvas their numerical grounding.
1.2 Challenges I experienced during the project
Three challenges stood out. The first was coordination: members worked and studied in differ-
ent places, so meetings clashed with shifts and lectures, and early deadlines slipped. A second
was a uneven workload, because one member went silent for two weeks and the others had
to absorb that work. Third came a disagreement over the target market, since half the group
wanted to serve students only and the other half wanted working professionals who could
pay more. Tuckman (1965) describes this kind of tension as the storming phase of group de-
velopment, where people test roles and priorities before the team settles. We resolved them
by agreeing written roles and deadlines in a shared document, rotating the meeting time, and
settling the target market debate with evidence from our competitor scan rather than opinion.
The scan showed that professionals paid roughly double the student rate, so we kept both seg-
ments with differentiated pricing.
1.3 What I learned about working collectively in entrepreneurship
Katzenbach and Smith (1993) define a team as a small number of people with complementary
skills who are committed to a common purpose and hold each other accountable. Our project
showed me why that definition matters for ventures. No single member had the market re-
search, financial and design skills the business needed, so the venture only became credible
once those skills were combined. I also learned that accountability must be explicit: tasks with
a named owner and date were completed, while tasks assigned to “the group” were not. Saras-
vathy (2001) argues that entrepreneurs who build partnerships early can expand their means
Page 2 of 14
