course syllabus
b l e n d e d
m o d e l
instructor version
evening classes
MGT 301
Entrepreneurship
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Cover
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course
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learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGT 301
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Entrepreneurship
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
home
about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
MGT 301 | Entrepreneurship
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
MGT 301 | Entrepreneurship
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
home
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
MGT 301 | Entrepreneurship
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
MGT 301 | Entrepreneurship
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
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course
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learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
MGT 301 | Entrepreneurship
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
MGT 301 | Entrepreneurship
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
MGT 301 | Entrepreneurship
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
MGT 301 | Entrepreneurship
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
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learning
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IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
MGT 301 | Entrepreneurship
Faculty Evening Course Overview
Course Description
Application of business principles to planning, organizing and operating the entrepreneurial enterprise.
Course Materials
Required Textbook and Materials
Kuratko, Donald (2009). Entrepreneurship: Theory Process Practice (9th ed.).
ISBN 13:978-1-285-05175-8
Suggested Course Materials
Lundsford, Andrea (2009). The St. Martin’s Handbook (6th ed.).
ISBN 13: 978-0-312-59454-1
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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resources
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
MGT 301 | Entrepreneurship
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
1A
Applying
Analyzing
Evaluating
1B
Applying
2A
Applying
Learning
Objective
Benedictine
Hallmark and/or
IDEA Objective
Assignment
Pts
1. Develop an
entrepreneurial mindset.
2. Evaluate strategies
regarding Corporate Social
Responsibility (CSR) and
entrepreneurship ethics.
Benedictine Hallmark:
Discipline
IDEA Objective Teaching:
•
10
pts
Discuss the best practices
common to entrepreneurs
IDEA Objective Cognitive:
Engage collaboration
among students and team
IDEA Objective Social:
Apply the entrepreneurial
material in chapter 1-4
IDEA Objective Teaching:
Develop a proficient
knowledge of the four major
types of innovation
Benedictine Hallmark:
Discipline
•
•
The Entrepreneurial Mind-Set: Instructor will review pages
68-69.
Student reading assignment: review chap 1-4 pages 2121.
Individual Experiential Exercise: Knowing the difference
page 60.
•
Chap. 3 discussion questions 5,6,7,11page 91. Chap. 4
discussion questions 4,5,6 ,7 page 12.
•
Students select team members for course assignments.
Review Final Team Project…step by step.
PBL Step 1Team goal is to come up with a new product
or service and business plan.
5
pts
•
•
•
Discussion Post and two Response Posts on D2L.
Written Individual assignment:
Case 3.1 Southwest Airlines. Answer questions 1-3.
10
pts
•
Enter Southwest Airlines written assignment due in
Dropbox before class.
Assessment Quiz
30
pts
•
•
IDEA Objective Teaching:
Analyzing
Discuss the best practices
common to entrepreneurs
IDEA Objective Cognitive:
•
•
•
Evaluating
Engage collaboration
among students and team
IDEA Objective Social:
•
Chapter 4 Case Study 4.1, Nutrition without harming the
environment. Pg 121.
PBL Step 2.
5
pts
Reading assignment: review chap. 5-8 covered in class
2A, be prepared to discuss chap. 9-12 in class 3A.
Written Individual assignment:
Chap. 8 Case Study 8.2 The $3 Million Venture page 256,
Written team Assignment page 256. Place in dropbox
10
pts
10
pts
•
Reading assignment: review chapters 9-12 pages 262372
Chap. 9 Case 9.2 page 305 Chap.11 Case 11.2 page
371, Chap. 12 Case 12.1 page 404. (Questions 1-3 for all
case studies).
•
2B
Applying
Apply the entrepreneurial
material in chapter 5-8
IDEA Objective Teaching:
•
•
•
3A
•
Develop and evaluate the
major components of a
marketing survey
IDEA Objective Teaching:
Analyze and complete a
New Venture checklist
IDEA Objective Cognitive:
•
Use the New Venture checklist guideline on pg 180-181.
Analyzing
Engage collaboration
among students and team
IDEA Objective Social:
•
Evaluating
Chap. 8 Case study 8.1 Looking for Capital page pg 255:
is due in Dropbox before class.
PBL Step 3
5
pts
Written Individual assignment:
Chap. 10 Case Study 10.2 A New Mobile App page 333.
Written team Assignment: Chap. 10 Case Study 10.1
Dealing with the Competition page 332. Discussion Post
and two Response Posts on D2L
10
pts
Creating
•
3B
Reading assignment: review chapters 5-8 pages 152-259.
Activity: In-class, Review Business Plan topic due class
2A,
Chap. 5 Case 5.1 page 171, Chap. 6 Experiential
Exercise page 191, Chap. 7 Case 7.2pg 229, Chap. 8
review questions 2,3,4,16 pg 253-254.
Applying
home
Apply the entrepreneurial
material in chapter 9-12
Read Chapter 13-15
about
expectations
IDEA Objective Teaching:
resources
•
•
•
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
MGT 301 | Entrepreneurship
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
4A
Bloom’s
Level
Applying
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
Develop and assess strategic
growth
IDEA Objective Teaching:
•
30
pts
•
Discuss strategic implementation
plans and their importance to the
entrepreneur.
Analyzing
Evaluating
IDEA Objective Cognitive:
•
•
Discussion topic Exit Strategy
Review Team PowerPoint's for
Business Plan
IDEA Objective Social:
•
Written Team assignment:
Chapter 14 Case 14.1 Valuation
Matters pg 528.
PBL Step 4 & 5
5
pts
Engage collaboration among
students and team
•
4B
Analyzing
Apply the entrepreneurial
material in chapter 13-15
IDEA Objective Teaching:
•
Written Individual assignment:
Chap. 13 Case 13.1 Hendricks
Way pg 449. answer all questions.
Discussion Post and two
Response Posts on D2L
10
pts
Benedictine Hallmark: Discipline
•
Review chapters 1-15 as needed
10
pts
Analyze and discuss the ways to
value a business
5A
Design/create a business plan
and presentation.
Creating
Case 10.2, pg 333 A New Mobile
app for a Music Community case
study written assignment answer
all questions. Due in Dropbox
before class
Assessment Quiz
IDEA Objective Teaching:
Analyzing
Evaluating
5B
Applying
Analyze and articulate the
financial plan
IDEA Objective Cognitive:
•
Provide feedback and discuss
each teams business plan.
Engage collaboration among
students and team
Evaluate ways the team
business plan will be successful
IDEA Objective Social:
•
•
Team presentations
PBL Step 6
50
pts
Apply the entrepreneurial
material from the course
IDEA Objective Teaching:
•
Written Team assignment:
Chapter 15 Case 15-1 page
Discussion Post and two
Response Posts on D2L
10
pts
Total Points for the Course
Discussion Questions
10 pts ea x 5
= 50 pts
25% of the total points
Written Assignments
10 pts ea x 4
= 40 pts
20% of the total points
Team Assignments
5 pts ea x 4
= 20 pts
10% of the total points
Assessments
20 pts ea x 2
= 30 pts
20% of the total points
PBL project/presentation
50 pts x 1
= 50 pts
25% of the total points
Total Points for the Course
= 200 pts
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Learning Outcomes
MGT 301 | Entrepreneurship
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
The Entrepreneurial
Mind-Set
•
•
•
•
01 B
online
The Entrepreneurial
Mind-Set
•
•
•
•
02 A
F2F
Entrepreneurial
Ventures
•
•
•
02 B
online
Entrepreneurial
Ventures
•
•
•
•
03 A
F2F
Developing an
Entrepreneurial
Plan
•
•
•
03 B
online
04 A
F2F
Developing an
Entrepreneurial
Plan
•
Growth Strategies
for Entrepreneurial
Growth
•
•
•
•
•
•
Reading Assign: review chapters 1-4 pages 2-150.
Activity: In-class, chap. 1 experiential exercise page 24
Chap. 2 case study 2.2 page 61, Chap. 3 discussion questions 5,6,7,11 page 74, Chap.
4 discussion questions 4,5,6 page 120, Appendix 6A page 196-201 covering Feasibility
Plan.
Team activity Step 1: Introduce PBL topic and Organize , Brainstorm Strategies and
formulate a mission , vision statement and Entrepreneurial Mind-Set
Reading Assign: chap. 1-4 covered in class 1A. Be prepared to discuss chap. 5-8 in
class 2A.
Chap. 3 Case 3.1 Southwest Airlines, page 92 questions 1-3.
Written Team Assign: Chap. 4 Case Study 4.1 Nutrition without harming the
environment , page 121 questions 1-3.
Discussion topic: Ethics and Social Responsibility.
Reading Assign: review chapters 5-8 pages 153-259.
Activity: In-class, Review Business Plan topic due class 2A, Chap. 5 Case 5.1 page 171,
Chap. 6 Experiential Exercise page 191, Chap. 7 Case 7.3 pg 227, Chap. 8 review
questions 2,3,4,
Team Activity PBL Step 2 PBL :Conduct a well-researched external analysis
Reading Assign: review chap. 5-8 in class 2A, be prepared to discuss chap. 9-12 in
class 3A.
Chap. 8 Case Study 8.2 The $3 Million Venture page 256
Written Team Assign: Chap. 8 Case Study 8.1 Looking for Capital page 255
Discussion topic: Innovation.
Reading Assign: review chapters 9-12 pages 262-472.
Chap. 9 Case 9.2 page 276, Chap.11 Case 11.2 page 345, Chap. 12 Case 12.1 page 376.
(Questions 1-3 for all case studies).
Team Activity: PBL Step 3 Review teams business plan outline.
Reading Assign: review chap. 9-12 covered in class 3A, be prepared to discuss chap.
13-15 in class 4A.
Chap. 10 Case Study 10.2 A New Spin on Music page 308.
Written Team Assign: Chap. 10 Case Study 10.1 Dealing with the Competition p 308.
Discussion topic: Financial Statements.
Reading Assign: review chapters 13-15 pages 473-575
Activity: In-class, Chap. 13 Case 13.2 page 499, Chap.15 Case 15.1 page 562.
PBL Step 4 & 5– List possible solutions: Review teams PowerPoint's for business
plan presentation.
04 B
online
Growth Strategies
for Entrepreneurial
Growth
•
•
•
•
•
Reading Assign: chap. 13-15 covered in class 4A.
Written Ind Assign: Chapter 13 Case 13.1 Hendricks Way page 499 questions 1-3,
Written Team Assign: Chapter 14
Case 14.1 A Valuation Matters page 528 questions 1-3.
Discussion topic: Exit Strategy.
05 A
F2F
Entrepreneurial
Conclusion
•
•
Reading Assign: review chapters 1-15 as needed.
Team Activity: PBL Step 6 Activity: Team Final Presentations
05 B
online
Entrepreneurial
Conclusion
•
•
•
•
•
Reading Assign: Review chapters 9-15.
Written Ind Assign:
Written Team Assign: Chap. 15
Case 15-1 page 562
Discussion topic: Valuation Methods
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14
Course Schedule
MGT 301 | Entrepreneurship
Faculty Evening Session 1A
Learning Objectives
By the end of the week the learner should be able to:
1. Develop an entrepreneurial mindset.
2. Learning to Apply Course Material ( through critical thinking and problem solving
3. Apply business ethics and Benedictine Hallmark: Discipline-Subjecting oneself toward learning and freedom.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Multimedia (suggested materials)
Introduction to Inc. 500 for Business creation and Sustainability
http://www.inc.com/scott-gerber/alexis-maybank-founders-forum.html
The co-founders of Skybox Imaging, Dan Berkenstock, Julian Mann, John
Fenwick and Ching-Yu Hu, realized early on they had one thing in common:
they don't take no for an answer. Here the team of Stanford alumni explain their
passion to disrupt the satellite imaging industry and share engaging tales of
launching their unique venture.
http://ecorner.stanford.edu/authorMaterialInfo.html?mid=3095
In Class Assignment (suggested activity)
The Entrepreneurial Mind-Set: Instructor will review pages 68-69. Student
reading assignment: review chap 1-4 pages 2-121. Individual Experiential
Exercise: Knowing the difference page 60.
In Class Activity (suggested activity)
Each week develop an Entrepreneurship discussion on current events (CNBC,
Bloomberg, Wall Street Journal or Inc.) related to the course and content for
this session. This is a opportunity for the students to provide new ideas and
concepts and use the words and phrases associated with the course.
Additionally, its an opportunity for the instructor to provide additional clarity,
instruction and discussion. OWL (observe, want to know, learned), inquiry
charts (i-charts), Socratic seminars, compare and contrast chart, 3-2-1
response, 5-3-1 response, Venn diagramming, mind-mapping, and others .
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
Final Team Project, your goal is to start a new business. Your first step is
to come up with a new idea or service and subsequently develop a
business plan that supports your idea/service. The business plan will be
evaluated and is expected to include, at a minimum, the following
sections: 1) Strength of the idea/service, 2) Value proposition of the
business, 3) Competitive Analysis including a SWOT or Five Forces
examination, 4) Internal structure of the business 5) Financial Analysis,
which also includes where the capital injection will come from, 6)
Marketing plan and 7) Exit strategy. Once again, these are minimum
requirements. This is an entrepreneurial class and the expectation is that
your team will go above and beyond the minimum. Think outside of the
box; be creative and demonstrate your innovative side to differentiate
your product/service and create a sustainable competitive advantage.
The business plan should be at least 20 pages in length and detailed in
nature. The accompanying PowerPoint presentation during week 5 will,
in essence, be an executive summary of the business plan. This oral
presentation should be at least 25 minutes in length. After the
presentation, there will be a question and answer period which will
provide each team additional time to pitch their idea to your fellow
students.
PROBLEM or PROJECT BASED LEARNING
Step 1: Introduce the Problem
<introduce a problem, a project, an ethical issue, and/or a real world
scenario>
In Class Assessment (suggested activity)
Review and set course expectations. Introduce the team project that is due
during class five. Detail how this business plan will be built through the weekly
material covered in the chapters and reinforced by the instructor. Facilitate an
in-class discussion reviewing chapters 1-4 starting with analyzing the
entrepreneur mindset and the most common characteristics that successful
entrepreneurs have. Discuss the importance of ethics and ethical responsibility.
Complete the following exercises in class to reinforce the entrepreneurial
attitude. chap. 1 experiential exercise page 23 Chap. 2 case study 2.2 page 49,
Chap. 3 discussion questions 5,6,7,11 page 74, Chap. 4 discussion questions
4,5,6 Page 101, Appendix 9A page 279 covering Feasibility Plan.
home
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course
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learning
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1A
MGT 301 | Entrepreneurship
Faculty Evening Session 1B
Learning Objectives
By the end of the week the learner should be able to:
1.
Actively engage your fellow students by sharing your knowledge of entrepreneurship to help create value and an understanding of
what it takes to become a successful entrepreneur
2. Learning to Apply Course Material ( through critical thinking and problem solving)
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Written Assignment
Discussion Question
During this week we discussed ethics and how this controversial
topic relates to the entrepreneur. Do you feel that an entrepreneur
has an ethical and social responsibility to others and/or the
environment? Why or why not? Who should he/she be accountable
to? Monitor the online format to ensure students are fully
participating in online discussions. Reiterate the importance
completed participation
Multimedia
http://ecorner.stanford.edu/authorMaterialInfo.html?mid=2236
What wisdom does Sheryl Sandberg, Facebook COO, pass to the
next generation of entrepreneurs and business leaders? The
importance of impact, and the necessity for that impact to be
scalable. Plan for your operations to entice change with a
decreasing marginal cost, and for new ventures to grow legs and
utility beyond the one-to-one user experience. Company vision,
products, and the individual all have their own metric of scale. In this
clip, Sandberg introduces these ideas and their application.
Individual Assignments Chap. 3 Case 3.1 Southwest Airlines, page
75 questions 1-3. At least 2 pages in length.
All written assignments must follow APA guidelines.
Team Written Assignment (optional)
Chap. 4 Case Study 4.1 Letting the Family In, page 102 questions 13. At least 2 pages in length. Allow students to pick a product or
service for their team project. This is due in class 2A. Each week a
new item will be due and reviewed by the instructor. Examples of
poor ideas or services: 1. Doggie Daycare, 2. Personal Cleaning
Service, 3. New Restaurant – 90% fail within two years of opening,
4. Pet grooming service, 5. Car wash/detailing, 6. Daycare services.
Many of these will have difficulties maintaining a sustainable
competitive advantage. As result the barriers to entry are extremely
low.
International Achievement Award Winner Happy-Baby and
Keynote Speaker, Shazi Visram, Founder CEO
http://www.youtube.com/watch?v=i9ljm3lrUeg
http://www.youtube.com/watch?v=h7Pg-I0Vohk
More than 230 guests participated in the 2011 WTWNYC Awards
Breakfast. The breakfast featured the Christine Quinn, Speaker of
the New York City Council and many distinguished representatives
of the international business community in the New York
metropolitan region. The breakfast honored New York companies
that are doing business internationally and organizations that are
helping New York companies grow through trade.
Reading Assignment
Review chapters 1-4 that were covered in class 1A. Read
chapters 5-8, these will be reviewed in-class during week 2A.
home
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resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1B
MGT 301 | Entrepreneurship
Faculty Evening Session 2A
Learning Objectives
By the end of the week the learner should be able to:
1. Evaluate the entrepreneurial opportunity process.
2. Develop specific skills and perspective used by professionals in the field
Activities, Assignments and Assessments
Reading: Chapters 5-8 pages 152-259, covering entrepreneurial
ventures.
INDIVIDUAL ACTIVITIES Multimedia
http://ecorner.stanford.edu/authorMaterialInfo.html?mid=2367
Jonathan Boutelle and Rashmi Sinha, founders of the presentationsharing site SlideShare, describe the entrepreneurial process as a
series of pivots. Boutelle explains it's not just a jump, but an evolving
growth of stages that leads to an idea that can start a business.
From there, Sinha says that focused execution keeps the vision
moving forward. By continually measuring the activity, they both
believe that entrepreneurs can better recognize the growth stages of
their company.
In Class Assignment (suggested activity) Facilitate a review of
individual and team homework/questions from chapters 1-4. Ensure
all questions are answered before moving to the next topic. It’s
critical that students understand these concepts before introducing
and discussing new subjects.
In Class Activity (suggested activity)
Each week develop an Entrepreneurship discussion on current
events (CNBC, Bloomberg, Wall Street Journal or Inc.) related to the
course and content for this session. This is a opportunity for the
students to provide new ideas and concepts and use the words and
phrases associated with the course. Additionally, its an opportunity
for the instructor to provide additional clarity, instruction and
discussion. OWL (observe, want to know, learned), inquiry charts (icharts), Socratic seminars, compare and contrast chart, 3-2-1
response, 5-3-1 response, Venn diagramming, mind-mapping, and
others .
home
about
expectations
resources
In Class Assessment (suggested activity)
Formative Assessment occurs in the short term, as learners
are in the process of making meaning of new content and of
integrating it into what they already know. Feedback to the
learner is immediate (or nearly so), to enable the learner to
change his/her behavior and understandings right away.
Formative Assessment also enables the teacher to "turn on a
dime" and rethink instructional strategies, activities, and content
based on student understanding and performance. His/her role
here is comparable to that of a coach. Formative Assessment
can be as informal as observing the learner's work or as formal
as a written test. Formative Assessment is the most powerful
type of assessment for improving student understanding and
performance. Examples: a very interactive class discussion; a
warm-up, closure, or exit slip; a on-the-spot performance; a quiz
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
Chap. 4 Case study 4.1, Letting the family in due.
PROBLEM or PROJECT BASED LEARNING
Step 2: Prior Knowledge
<develop activities that help students share what they
know; structure this using charts, graphs, graphic
organizers etc.>
Instructor should design activities that help students
brainstorm and resolve current problems.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 2A
MGT 301 | Entrepreneurship
Faculty Evening Session 2B
Learning Objectives
By the end of the week the learner should be able to:
1. Apply the entrepreneurial material in chapter 5-8
2. Learning to Apply Course Material ( through critical thinking and problem solving)
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
DELIVERABLES
Discussion Question
Written Assignment
Is innovation important to the success of an entrepreneur? Why or
why not? Can an entrepreneur be successful without being an
innovator? Why or why not? Are you an innovator? Is this a trait that
can be learned? Why or why not? Monitor the online format to
ensure students are fully participating in online discussions.
Reiterate the importance completed participation
Multimedia
12 Lessons Steve Jobs Taught Guy Kawasaki
http://www.youtube.com/watch?v=DR_wX0EwOMM
Guy Kawasaki survived working for Steve Jobs twice. At Silicon
Valley Bank's CEO Summit on October 6, 2011, Guy shared lessons
learned from the entrepreneur of the 21st century. #SVBCEO, How
SVB can help you jump-start your startup
Written assignments are due before the start of the “A” week and
must be submitted to the dropbox in D2L.
all written assignments must follow APA guidelines
Team Written Assignment (optional)
Chap. 8 Case Study 8.1 Looking for Capital page 234. At least 2
pages in length. Quiz 1 covering chapters 1-8 pages 2-233. Study
teams need to complete an outline to help provide direction, clarity
and structure to their business plan project. This outline is due in
class 3A.
http://www.youtube.com/watch?v=VH35Iz9veM0
Richard Branson: Advice for Entrepreneurs
Reading Assignment
Review chapters 5-8 that were covered in class 2A. Read
chapters 9-12, these will be reviewed in-class during week
3A.
home
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resources
course
overview
learning
outcomes
IDEA
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sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 2B
MGT 301 | Entrepreneurship
Faculty Evening Session 3A
Learning Objectives
By the end of the week the learner should be able to:
1. Develop and evaluate the major components of a marketing survey
2. Learning to Apply Course Material ( through critical thinking and problem solving
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Reading: Chapters 9-12 pages 262-372, covering developing an
entrepreneurial plan.
Multimedia (suggested materials)
Selina Tobaccowala
http://www.youtube.com/watch?v=CIQm5HQY8MA
Tobaccowala founded Evite.com, an online invitation service that lets users
organize an offline event online, and which currently sends over three million
invitations per month. As Vice President of Engineering for Evite.com, she
led the company’s development and operations and played a key role in
setting the strategic direction with the board of directors. In 2001, Evite.com
was sold to Ticketmaster. Tobaccowala managed the transition, then took on
the role of Senior Director of Product and Technology for CRM (customer
relationship management) at Ticketmaster. Tobaccowala holds a bachelor of
science degree in computer science from Stanford University.
In Class Assignment (suggested activity)
Individual Assignments Read and review chapters 9-12 for class discussion.
Chap. 8 Case 8.2 The $3 Million Venture is due.
Facilitate a review of quiz 1. Review individual and team
homework/questions from chapters 5-8. Ensure all questions are answered
before moving to the next topic. It’s critical that students understand these
concepts before introducing and discussing new subjects. Lead a discussion
on Chapter 9-12 covering the development of an entrepreneurial plan.
Elaborate on the the importance of marking challenges the entrepreneur
faces and how best to overcome this issues. Discuss the significance of the
financial statement and how these will aid the entrepreneur. Develop a
pricing strategy and explain how crucial this is in the overall profitability of the
entrepreneurs business. Detail the importance of building a break-even
model and how this can accentuate the products or services developed by
the entrepreneur. For an in-class activity review each teams Business Plan
outline. With only a few weeks left ensure they are headed in the right
direction based upon their selected topics. Lead a class discussion on the
following exercises, Chap. 9 Case 9.2 page 276, Chap. 11 Case 11.2 page
345, Chap.12 Case 12.1 page 376. Bring real-life examples to the this weeks
material to help the students have true understanding of the weeks material.
home
about
expectations
resources
course
overview
In Class Activity (suggested activity)
Each week develop an Entrepreneurship
discussion on current events (CNBC,
Bloomberg, Wall Street Journal or Inc.) related
to the course and content for this session. This
is a opportunity for the students to provide new
ideas and concepts and use the words and
phrases associated with the course.
Additionally, its an opportunity for the instructor
to provide additional clarity, instruction and
discussion. OWL (observe, want to know,
learned), inquiry charts (i-charts), Socratic
seminars, compare and contrast chart, 3-2-1
response, 5-3-1 response, Venn diagramming,
mind-mapping, and others .
GROUP ACTIVITIES
Team Assignment or Activity (use
organically)
Chap. 8 Case study 8.1, Looking for Capital is due.
PROBLEM or PROJECT BASED LEARNING
Step 3: Develop the Problem Statement
<develop activities that help students formulate
problem statements that are specific , written and
accurate>
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 3A
MGT 301 | Entrepreneurship
Faculty Evening Session 3B
Learning Objectives
By the end of the week the learner should be able to:
1. Apply the entrepreneurial material in chapter 9-12 Read Chapter 13-15
2. Learning to Apply Course Material ( through critical thinking and problem solving)
Activities, Assignments and Assessments
DELIVERABLES
INDIVIDUAL ACTIVITIES
Individual Assignments Chap. 10 Case Study 10.2 A New Spin on Music page 308 .
Discussion Question
Why are financial statements, trend analysis and financial ratios important
to an entrepreneur? Why can’t they just rely on their accountant to explain
this to them? How can this information prove to be helpful for the
entrepreneur? Monitor the online format to ensure students are fully
participating in online discussions. Reiterate the importance completed
participation
Written Assignment
Written assignments are due before the start
of the “A” week and must be submitted to the
dropbox in D2L. All written assignments must
follow APA guidelines
Team Written Assignment
Chap. 10 Case Study 10.1 Dealing with the
Competition page 332.
Multimedia (suggested materials)
http://www.youtube.com/watch?v=LDWURusr02k
What It Takes to Be a Remarkable Leader: John Doerr, Venture Capitalist
Venture capitalist John Doerr discusses some of trends impacting the
business and investing world, as well as what he thinks it takes to be a
remarkable leader and entrepreneur today. He is joined by two other Kleiner
partners and Stanford GSB alums, Trae Vassallo and Chi-Hua Chien. Trae
leads many of Kleiner's investments in the green technology, while Chi-Hua
focuses on mobile technologies. Doerr is a partner at Kleiner Perkins Caulfield
and Byers.
What They Don't Teach in Business School about Entrepreneurship
http://www.youtube.com/watch?v=mHVJF9VaWfo
Part of 2010 Conference on Entrepreneurship.
Description: A group of entrepreneurs talk about what they learned in the
trenches that they never could have learned in a classroom. The panelists will
also share the courses that were most helpful to them in their entrepreneurial
ventures, the courses that they wished they had taken, and the topics that
business schools should be teaching to aspiring entrepreneurs.
Reading Assignment
Review chapters 9-12 that were covered in class 3A. Read chapters 1315, these will be reviewed in-class during week 4A
home
about
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resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 3B
MGT 301 | Entrepreneurship
Faculty Evening Session 4A
Learning Objectives
By the end of the week the learner should be able to:
1. Discuss strategic implementation plans and their importance to the entrepreneur.
2. Develop specific skills and perspective used by professionals in the field
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Reading: Chapters 13-15 pages 472-553, covering growth strategies for
the entrepreneurial.
Multimedia (suggested materials)
Reed Hastings
http://www.bloomberg.com/video/reed-hastings-revealed-bloomberggame-changers-xL8E0K5VSfC~~cB0AIlTLw.html
"Bloomberg Game Changers" profiles Reed Hastings, co-founder and
chief executive officer of Netflix Inc., the mail-order and online movierental service. This program features interviews with Mitch Lowe, cofounder of Netflix, John Antioco, the former chairman and chief
executive officer of Blockbuster Inc., and Michael Pachter an analyst
with Wedbush Securities in Los Angeles.
In Class Assignment (suggested activity)
Facilitate a review of individual and team homework/questions from
chapters 9-12. Ensure all questions are answered before moving to the
next topic. It’s critical that students understand these concepts before
introducing and discussing new subjects.
In Class Activity (suggested activity)
Each week develop an Entrepreneurship discussion on current events
(CNBC, Bloomberg, Wall Street Journal or Inc.) related to the course
and content for this session. This is a opportunity for the students to
provide new ideas and concepts and use the words and phrases
associated with the course. Additionally, its an opportunity for the
instructor to provide additional clarity, instruction and discussion. OWL
(observe, want to know, learned), inquiry charts (i-charts), Socratic
seminars, compare and contrast chart, 3-2-1 response, 5-3-1 response,
Venn diagramming, mind-mapping, and others .
In Class Assessment (suggested activity)
Formative Assessment occurs in the short term,
as learners are in the process of making meaning
of new content and of integrating it into what they
already know. Feedback to the learner is
immediate (or nearly so), to enable the learner to
change his/her behavior and understandings
right away. Formative Assessment also enables
the teacher to "turn on a dime" and rethink
instructional strategies, activities, and content
based on student understanding and
performance. His/her role here is comparable to
that of a coach. Formative Assessment can be as
informal as observing the learner's work or as
formal as a written test. Formative Assessment is
the most powerful type of assessment for
improving student understanding and
performance. Examples: a very interactive class
discussion; a warm-up, closure, or exit slip; a onthe-spot performance; a quiz
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
Chap. 10 Case study 10.1, Dealing with the
Competition in due
PROBLEM or PROJECT BASED LEARNING
Step 4: Brainstorm Solutions
<develop activities that help students brainstorm
and list possible solutions and hypotheses>
Step 5: Develop an Action Plan
<develop activities that help students create action
plans and strategies to implement their solutions>
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 4A
MGT 301 | Entrepreneurship
Faculty Evening Session 4B
Learning Objectives
By the end of the week the learner should be able to:
1. Apply the entrepreneurial material in chapter 13-15 Analyze and discuss the ways to value a business
2. Learning to Apply Course Material ( through critical thinking and problem solving)
Activities, Assignments and Assessments
DELIVERABLES
INDIVIDUAL ACTIVITIES
Reading: Review chapters 13-15 that were covered in class 4A. Review
chapters 9-15, to prepared for quiz 2 that is taken during week 5B.
Discussion Question
Do you think that most entrepreneurs think about an exit strategy? Why or why not?
If you were a consultant working with an entrepreneur what advice would you give
them? Be specific with your answers.
Multimedia (suggested materials)
http://www.youtube.com/watch?v=fU4sYsCmtPY
Jane Wurwand, Dermalogica's Founder, interviewed by All Access TV for
JoinFITE
JoinFITE is a global empowerment platform designed to foster Financial
Independence Through Entrepreneurship for women in the developing world. Our
mission is to provide women entrepreneurs access to small loans that will help them
start or grow a business, helping them improve life for themselves, their families and
their communities. JoinFITE is powered by nonprofit microfinance leader Kiva.org
and professional skin care brand Dermalogica. Find out more at joinFITE.org.
Written Assignment
Chapter 13 Case 13.1 Hendricks Way page
499 questions 1-3. Written assignments are
due before the start of the class. All written
assignments must follow APA guidelines.
Team Written Assignment (optional)
Chapter 14, Case 14.1 A Valuation Matter
page 475 questions 1-3. Prepare for final team
presentation that will be completed during the
last week of class, 5A.
Teams may be assigned written assignments
– however, we recommend you ask yourself
that if this is the best way for the material to be
assessed; if a team assignment is not
“organic” consider, a different assignment.
Bloomberg GAME CHANGERS
http://www.bloomberg.com/video/90012489-bloomberg-game-changers-magicjohnson.html
Bloomberg GAME CHANGERS is the first documentary to focus on Magic Johnson's
astonishing post-NBA career as a world class entrepreneur. See how this NBA
legend has achieved a second legacy in business. What drove him? Find out through
exclusive interviews with Ervin "Magic" Johnson, Magic’s parents Ervin and Christine
Johnson, basketball legend Jerry West, Magic’s teammate and close friend Michael
Cooper, legendary agent Michael Ovitz, NBA Commissioner David Stern, longtime
Los Angeles Urban League president John Mack and many more.
Reading Assignment
Review chapters 13-15 that were covered in class 4A. Review chapters 9-15, to
prepared for quiz 2 that is taken during week 5B.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 4B
MGT 301 | Entrepreneurship
Faculty Evening Session 5A
Learning Objectives
By the end of the week the learner should be able to:
1. Develop a business plan and presentation.
2. Learning to Apply Course Material ( through critical thinking and problem solving
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
In Class Assessment (suggested activity)
Reading: Review chapters 9-15 to prepare for quiz 2 covering chapters 9-15.
Multimedia (suggested materials)
http://www.bloomberg.com/video/92790093-reid-hoffman-revealed-bloomberg-gamechangers.html
Reid Hoffman, the entrepreneur who created LinkedIn, is also the embodiment of it.
As the most connected man in Silicon Valley, Hoffman has leveraged his own vast
web of personal and professional connections to get in on the ground floor of most of
the hot tech companies of the past decade, including Facebook Zynga, Flickr, and
Digg. Bloomberg Game Changers features an interview with Hoffman. Additional
interviews include Peter Thiel, a college friend and former Paypal founder, David
Sze, partner at Greylock, Dave Goldberg, former Yahoo executive and longtime
friend, Cyriac Roeding, Silicon Valley entrepreneur and CEO of shopkick, Zynga
founder Mark Pincus, Google Executive Chairman Eric Schmidt, Linked In co-founder
Allen Blue, and Richard Gingras, a former boss of Hoffman from his days at Apple
Computer. (Source: Bloomberg)
In Class Assignment (suggested activity)
Provide feedback and discuss each teams business plans. Allow students to ask
questions of each teams presentation. Review material that will help students
prepare for quiz 2 covering chapters 9-15.
In Class Activity (suggested activity)
Each week develop an Entrepreneurship discussion on current events (CNBC,
Bloomberg, Wall Street Journal or Inc.) related to the course and content for this
session. This is a opportunity for the students to provide new ideas and concepts
and use the words and phrases associated with the course. Additionally, its an
opportunity for the instructor to provide additional clarity, instruction and discussion.
OWL (observe, want to know, learned), inquiry charts (i-charts), Socratic seminars,
compare and contrast chart, 3-2-1 response, 5-3-1 response, Venn diagramming,
mind-mapping, and others .
Formative Assessment occurs in the short term,
as learners are in the process of making meaning of
new content and of integrating it into what they
already know. Feedback to the learner is immediate
(or nearly so), to enable the learner to change his/her
behavior and understandings right away. Formative
Assessment also enables the teacher to "turn on a
dime" and rethink instructional strategies, activities,
and content based on student understanding and
performance. His/her role here is comparable to that
of a coach. Formative Assessment can be as
informal as observing the learner's work or as formal
as a written test. Formative Assessment is the most
powerful type of assessment for improving student
understanding and performance. Examples: a very
interactive class discussion; a warm-up, closure, or
exit slip; a on-the-spot performance; a quiz
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
Chapter 14, Case 14.1 A Valuation Matter page 475
questions 1-3 Present the Team’s Business Plan.
PROBLEM or PROJECT BASED LEARNING
Step 6: Make a Proposal
<develop activities that help students develop a
written proposal supported by research and data>
Step 7: Present and Review
<develop activities that help students present their
findings and review the success of their action plans>
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 5A
MGT 301 | Entrepreneurship
Faculty Evening Session 5B
Learning Objectives
By the end of the week the learner should be able to:
1. Apply the entrepreneurial material from the course
2. Learning to Apply Course Material ( through critical thinking and problem solving)
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
There are many different valuation methods that can be used to
place a value on a company. Which method would you prefer if
you were selling your business? Which method would you prefer
if you were buying that business? How would you bridge the gap,
negotiate and persuade the counter-party to arrive at the valuation
you believe is the most accurate? Monitor the online format to
ensure students are fully participating in online discussions.
Reiterate the importance completed participation. The initial post
must be made mid week, and the response posts must be made
prior to the start of the “A week”.
Multimedia (suggested materials)
Guy Kawasaki: The Top 10 Mistakes of Entrepreneurs
http://www.youtube.com/watch?v=HHjgK6p4nrw
The UC Berkeley Startup Competition (Bplan) proudly welcomed
Guy Kawasaki to the Haas School of Business. Kawasaki, former
chief evangelist of Apple and co-founder of Garage Technology
Ventures, explained the top ten mistakes that entrepreneurs make.
His talk covered all stages of a startup from inception to exit.
http://www.youtube.com/watch?v=p-9VwfiUsoY
Reading Assignment
Review chapters 9-15
DELIVERABLES
Written Assignment
Written assignments are due before the start of the
“A” week and must be submitted to the dropbox in
D2L All written assignments must follow APA
guidelines.
Team Written Assignment
Chap. 15 Case 15-1 page 562.
OTHER
Students may be assigned presentations,
demonstrations, and portfolios which can be
displayed using various Web 2.0 tools, such as:
Zoho Show, Prezentit, Prezi, Sliderocket or
Slideshare, Wallwisher, Penzu, WordPress,
Blogger, Museum box, Diigo, X Timeline, Glogster,
Lino It, Bubbl.us, Scrumy, Vyew, Wikispaces,
Primary Pad, Calliflower, Bluewalk, Voki, or
Tinychat
Barbara Corcoran, known to many as a star on ABC's hit show Shark
tank, parlayed a $1,000 loan into a five-billion-dollar real estate business
and sold it in 2001 for $66 million. She has a tell-it-like-it-is attitude and
has told the story of her journey to success in her books, which include
You Don't Have Big Breasts, Put Ribbons on Your Pigtails, Nextville,
Amazing Places to Live Your Life and Shark Tales. She spoke at
Entrepreneur Magazine's recent Growth Conference in Dallas, delivering
a motivational, inspirational and often hilarious keynote address. Here's
the full video of her speech.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 5B