Syllabus – BA 5322 Technology Commercialization: Spring-1, 2022
Instructor: Dr. Ron Mitchell
Class Time: M, W, F, 12:00p – 1:50p (1/12 – 3/02, 2022) Online Synchronous
Office Hours: Distance: (by appointment), and after class on Blackboard-Collaborate Ultra (BB-CU)
Cellphone: 806.474.8443; E-Mail: ronald.mitchell@ttu.edu
Classroom: BB-CU (Daily logins—to enable you to have “presenter controls” available, are provided on BB)
BA 5322: DESCRIPTION AND BACKGROUND OF COURSE
This course is designed especially for the STEM MBA to provide students with a big-picture background using the
transformation of a new technology into commercial products and services. This course focuses on solving the unstructured
problems that confront businesspeople who seek to overcome the uncertainties inherent in business using the technology
commercialization process as a “practice field.” To this end, it also is the first course in the STEM MBA Integrative
Project: https://youtu.be/zu9-krb_bhQ.
READING RESOURCES & SUPPORT MATERIALS:
1.
Specialized Reading: Venture Analysis Standards 2000 and “NVT” website. Your VAS 2000 Workbook may be purchased
by following the LAD Custom Publishing Ordering Instructions shown under the Syllabus Menu Item on BB, and (same
directions at the end of this Syllabus). Due to the distance requirements, the publisher will have an e-copy available for
purchase. All you need to do is to make the purchase online, to receive your Workbook and credentials. Also, there are
special login credentials for the expert assistance web-software that supports your NVT analysis, and these will be
available directly from the instructor at no additional cost with your LAD receipt/proof of purchase. {Note: Pursuant
to TTU Policy, Dr. Mitchell (Author) receives NO remuneration from this purchase.}
(Thus, to access the fully analytical functions of the NVT website, you must present your receipt to the instructor so
that you may obtain your additional/personal login and password.) Caution: Do not buy this used; because due to
copyright restrictions, only new purchasers can receive a password for the expert assistance software that goes with this
workbook and is needed for personal use in this course.
2.
Various readings and frameworks that support primary skill development as available on BB for the class date due
and for the Graduate Paper.
3.
Videos of Each Class. For this semester, we will use videos that organize clips from recordings of previous classes
(links here and on BB), to enable you to have exact access to the in-person explanations for key skills:
(1) Foundational Concepts-Money and How to Create it: https://youtu.be/oJQd58wF2jk
(2) The ORC and IP: https://youtu.be/Ng898FxYwDQ
(3) Presentations: https://youtu.be/Gz9zlietRR4
(4) Constraints Analysis: https://youtu.be/sZtjFjLJOUs
(5) Product Concept Development Skill using Unrelated Novelty: https://youtu.be/ttoE4XOYsuM
(6) Assessment Skill using the New Venture Template: https://youtu.be/kHXedsEmPPA
(7) Integrative Skill using the TSM Method: https://youtu.be/Pho4ZHHzkWg
Course Description Details:
This course develops technology commercialization knowledge and skills with a focus on: (1) applying those skills to realworld situations; and (2) on the building of an effective commercialization-skill component in your career:
The course approach is to engage you as a STEM learner, with the cooperation and assistance of TTU Office of Research
Commercialization (ORC) to give you practice in finding a market for inventions created here at the university (Two-way
Confidentiality Agreement required). In this course you will learn—and practice—a highly effective way of thinking. It’s called
“real options reasoning.” Real options reasoning refers to a way of thinking in the face of uncertainty: where we divide up any
major objective into small pieces with a maximum upside and a minimum downside; so that we can “act and learn” repeatedly until
we attain that objective. Every possible element of this course is organized this way. Accordingly, the course proceeds in 21 daily
modules as illustrated below:
Rev as of 1-10-2022
2
BA 5322 - Map of the Course Sp-1
Organizing
Mastery
Skill Building and Practicing
Color codes:
Final Presentation 40%
Group Skill Practice Presentations 20%
Key skill days
Module 1:
Foundation
M-2-3
M-4
M-5
M-6
M-7
M-8 M-9 M-10 M-11 M-12-13 M-14 M-15
M--16
M-17
M-18-19
M-20-21
Lab days
Learning Support Reading Quizzes Before Class 10%
Presentation days
Learning Support Class Content Quizzes After Class 10%
Graduate Paper on Specialized Entrepreneurial Thinking for Scientists and Engineers 20%
Grading:
Presentations 60%
Labs
Group Work 60%
Learning Support 20%
Grad paper20%
Individual Work 40%
STUDENT LEARNING OBJECTIVES FOR THE STEM MBA DEGREE:
1. Critical Thinking: Identify and analyze problems and propose reasonable solutions using knowledge across business
disciplines.
2. Ethics: Identify and propose solutions to ethical dilemmas and legal and social issues.
3. Leadership & Management: Understand concept of leading diverse people and demonstrate leadership skills required for
managerial roles in organizations.
4. Teamwork: Work collaboratively in team environments.
5. Communication: Communicate effectively both orally and in writing.
STUDENT LEARNING OBJECTIVES FORTHIS COURSE BA 5322:
Expected Learning Outcomes
The expected student learning outcomes from this course are as follows:
Outcome 1: Learn how to solve unstructured technology commercialization problems in real-world cases.
Outcome 2: Understand more about specialized entrepreneurial thinking for scientists and engineers.
Outcome 3: Learn how to commercialize a product or service:
(a) Analyze constraints to decrease informational uncertainty;
(b) Use Unrelated Novelty to create new produce concepts to decrease relational uncertainty;
(c) Use Venture Assessment Skill (NVT) to decrease resource uncertainty; and
(d) Use Transaction Solutions Matrix integration skill to create new value and monetize it.
Outcome 4: Increase understanding of how to work effectively in teams to accomplish organizational goals, develop effective
communication skills—oral, written, and listening.
Outcome 5: Use technology commercialization as a practice ground to better understand and apply the body of knowledge in
business—accounting, finance, ISQS, management, & marketing.
(Note: This class will, from time to time, touch on each of the other SLOs for the STEM MBA degree as well.)
Rev as of 1-10-2022
3
BA 5322 Assessment of Learning Outcomes
Learning Activities – Skill Building & Presenting:
A. Skills Introduction & Practice
•
•
•
•
Constraints Analysis Skill Application - Group Presentation
Unrelated Novelty Skill Application - Group Presentation
Assessment skill Application - Group Presentation
TSM Application - Group Presentation
5%
5%
5%
5%
Total: Skills Introduction & Practice
20%
B. Advanced Development & Presentation
•
Group Technology Commercialization Project
Learning Support Quizzes:
40%
1
C. Learning Support (Before-class) Reading Quizzes:
•
•
•
•
It's Not Luck Reading Quiz
Unrelated Novelty Reading Quiz
NVT Reading Quiz
Advanced Analysis Reading Quiz
2.5%
2.5%
2.5%
2.5%
Total: Before-class Readings Quizzes
10%
D. Skill Support (After-class) Content Quizzes:
•
•
•
•
•
How to Commercialize - Introductory Class
Constraints Analysis Class Concepts and Discussion
Unrelated Novelty Class Concepts and Discussion
NVT Class Concepts and Discussion
TSM-Advanced Analysis Class Concepts and Discussion
Total: Skill Support After-Class Content Quizzes
E. Graduate Paper (see BB for Assignment Instructions)
Total
(Note: Please see the BB Menu for the Extra Credit Opportunity)
2%
2%
2%
2%
2%
10%
20%
-------------100%
========
I.
Grading Scale: Letter grades will be determined strictly upon points earned as a percentage of the total available according
to the following Grading Scale. (Conversion from letter to percentage grades will use the mean of the stated range.) This
course is structured on the 100 grade point scale. Consequently, all assessments of learning are graded as follows, with the “+”
and “-” breakpoints being set within each range approximately in thirds on this scale:
90 – 100 = A- (90-93), A (94-96), A+ (97-100)
80 – 89 = B- (80-83), B (84-86), B+ (87-89)
70 – 79 = C- (70-73), C (74-76), C+ (77-79)
60 – 69 = D- (60-63), D (64-66), D+ (67-69)
Below 60 = F (59 or below).
II.
Participation & Citizenship Expectation: Participation and citizenship are a core element of this course. Your success
in this course depends upon your willingness to participate actively and to be good learning citizens. Thus, each student
has the responsibility to fully participate and to minimize disruptions to others’ learning; and the instructor has the
responsibility to ascertain the level of participation and citizenship. The participation and citizenship core requirement
grade is an adjustment of your project grade as necessary as determined subjectively by the instructor based upon
observation, and upon your contributing to (or detracting from) the success of your group, and of the course in general.
Participation and citizenship assessment (e.g., including but not limited to the level of ability to answer instructor
1
Please Note (Important): The Before-class Reading Quiz becomes active at the end of the class that occurs right before the reading is
to be discussed and is only active until 7:30 am on the day of the class. So please plan accordingly.
Rev as of 1-10-2022
4
questions and respond helpfully to other students’ questions, initiating relevant discussion both in- and out of class as
observed by the instructor (e.g., in active learning discussions), participation in group projects (e.g., presentations), ontime presence for class sessions, effective utilization of instructor office hours, and engagement in extra participation
credit opportunities.
III.
Attendance Expectation: Students are expected to be present in each class at the starting time, which this semester is
12:00p. Tardy arrival is disruptive to the learning process, and (to be fair to all concerned) will therefore reduce
your overall grade for the course.
Also, because this class develops key course requirements through extensive discussion, and the introduction of many new
ideas and concepts verbally using real-world in-class applications that cannot be replicated without being there, participants
are expected to participate in all classes for the full times specified. Unexcused absences will affect your participation
and citizenship core requirement grade.
As provided in the TTU Catalog, excused absences are: (1) granted at the sole discretion of the instructor except for
religious observance or officially approved trips [Please see TTU OP34.06 (2)(b)—trips by student organizations do not
qualify as officially approved], (2) expected to be arranged and properly documented prior to class, and (3) require that
the student remain fully responsible for any material that is missed.
(Note: Because of the unique nature of certain real-world-learning experiences, where an absence causes irreplaceable loss
of learning as determined by the instructor, participants are expected to evidence their responsibility for missed material by
proposing and producing a replacement project, which they must defend as equivalent to the instructor, and/or (should
circumstances require in the judgment of the instructor) a panel of their peers who did participate in the missed experience.
Participants who participate in such panels will receive extra learning credit.)
Learning Exercises:
(Note: As used in this course, technology has both a broad and a narrow definition. In its broad definition, technology is the
body of knowledge that is of use in fashioning useful tools, practising arts and skills, and extracting or collecting materials.
Under its narrow definition, technology is the application of science to industrial or commercial objectives. In this course, the
“technology” we will learn to commercialize may be defined either more-broadly or more-narrowly by each learner in
consultation with the instructor, depending upon career objectives, and within the generally useful skill sets that apply to the
process of technology commercialization.)
A. Skills Introduction and Practice
We use a group presentation format that might be described as “Shark-tank with Do-Overs.” Introductions to enable you to
learn the skill. Then in the presentation the group is expected to apply the skill using the technology for the semester:
• Constraints Analysis Skill Application: Group Presentation using your technology as a practice ground for this skill
– 5 percent of course grade.
• Unrelated Novelty Skill Application: Group Presentation using your technology as a practice ground for this skill – 5
percent of course grade.
• Assessment Skill Application: Group Presentation using your technology as a practice ground for this skill – 5
percent of course grade.
• Integration Skill Application: Group Presentation using your technology as a practice ground for this skill – 5 percent
of course grade.
B. Advanced Development and Presentation:
The way to internalize the thinking and doing skills required for solving the unstructured problems encountered in technology
commercialization is to apply skills to the real world and receive feedback from those who do this on a daily basis.
•
Technology Analysis: Development and Presentation Project
Thus, Group Technology Commercialization Projects include your developing and presenting your plan for creating a product
or service that can add new value to the right technology partner to license TTU technology – 40 percent of course grade.
Learning Support Activities: Learning Support in the course is Quiz- or Exam based in three parts as follows:
C. Learning Support Readings Quizzes:
Before each skill is introduced, there is a preparation reading and a quiz to credit all those who are prepared: Before-class
Reading Quizzes (Four quizzes, each for 2 ½ % of course grade = 10 percent). Students are expected to work alone.
Rev as of 1-10-2022
5
D. Skill Support Class Content Quizzes:
After the 5 major classes (see YouTube videos 1, 4, 5, 6, 7), and Active Learning Discussions:
•
•
•
•
•
Module-1 (M-1): Introductory Class on how to commercialize (https://youtu.be/oJQd58wF2jk)
Module-4: Constraints analysis skill class (https://youtu.be/sZtjFjLJOUs)
Module-8: Unrelated novelty-based product concept development skill class (https://youtu.be/ttoE4XOYsuM)
Module-11: NVT-based assessment skill class (https://youtu.be/kHXedsEmPPA), and
Module-14: Transaction Solutions Matrix (TSM)-based skill class (https://youtu.be/Pho4ZHHzkWg),
… learners will have the opportunity to solidify and refine their knowledge of the concepts and skills presented in that class by
taking a short quiz over the day following that class, that can help with review and retention. Each quiz will count for 2 percent
of the course grade. The quiz will cover information that is given in the .ppt slides in the videos, but also the information that
comes from instructor explanations during the class in the videos. Participating in the Active Learning Sessions (BB-CU),
meeting with the Instructor after class, (before taking these quizzes); and open use of the notes you took during the class to
record key concepts (while taking the quiz) are encouraged. Please remember, you are expected to take these quizzes alone.
E. Graduate Paper 20% of Grade (also see BB for these Assignment details) Due 11:59p Friday March 4, 2022 by BB
upload only (only MS Word files will be graded). (Note: Please start early to increase your grade.)
Please also note that this is an individual assignment, and so you are not authorized to discuss your paper with anyone
but the instructor. Past experience has shown that “group think” results in errors that are perpetuated across a class,
reducing many grades, and are entirely avoidable by simply using office hours or labs to obtain clarifications. Please
Do not follow the instructions of another student—obtain clarification directly from the instructor who is available
8a-10p Monday through Saturday (just text to request a call, a Zoom, or an email clarification) through the evening
of March 2, 20222.
Assignment Description:
(Please note in addition, that all submissions of the Graduate Paper will be checked for plagiarism against all previous
submissions of this assignment at TTU, but also on the web in general. (Please see FAQs below for additional information.)
Rationale: To help you to accomplish Learning Objective 2 (“Understand more about specialized entrepreneurial thinking for scientists and
engineers”), a deeper and more-focused analysis that can be used by STEM-trained individuals is possible through completing this assignment.
Excellence in this assignment will require critical thinking: that is, that you both demonstrate that you know and understand the relevant
principles and definitions, but also that you can apply, analyze, synthesize, and evaluate ideas effectively.
Assignment: Write a high-quality research paper that answers the following questions, using the articles (1) by Dr. Rita McGrath: Falling
Forward: Real Options Reasoning and Entrepreneurial Failure and, (2) by Drs. Kruger and Dunning: Unskilled and Unaware of It (see BB):
Please answer ALL 4 Questions efficiently and effectively for Full Credit Possibility (each question equally weighted):
1.
2.
3.
4.
(a) Please define and explain the process of real options reasoning according to the McGrath article; (b)
how does the use of this thinking process help to solve the problems identified in the Kruger and Dunning
article, and (c) how does the use of this thinking process help people to manage uncertainty effectively?
Using both articles please address the following: (a) What is anti-failure bias, (b) why can anti-failure bias
be a problem for scientists and engineers? Then (c) explain the difficulties in recognizing incompetence
in others and self, (d) identify how anti-failure bias is similar to and distinct from difficulties in recognizing
incompetence in others and self, and (e) explain how the use of real options reasoning can help you to
be more effective in recognizing and managing incompetence in others and self.
Pick three of the examples of the unintended consequences of an anti-failure bias found in Table 1 (pp.
17-19)—one from each section of the Table. Then, to answer this question you need to find updated
examples, (i.e. current happenings with real companies in the last five years: 2017-2021) and explain
the untended consequences you find, using the pattern in the cross-column logic from the article
paragraphs (Hint 1: walk your reader through an explanation that employs the five column headings:
antecedent, effect, potential biases introduced, potential unintended consequences, and tie these to the
examples from your research. Hint 2: Construct our own table using the McGrath structure)?
(a) Explain how the specialized thinking that you have practiced in this class can help you to avoid antifailure bias and thereby enable you to succeed in your future career? (b) identify three distinct examples
that illustrate the real options reasoning that you have practiced in this class, and (c) explain how the
use of real options reasoning in the future can enable you to avoid the problems identified in the Kruger &
Dunning article, and thereby help you to succeed in your future career.
Rev as of 1-10-2022
Primary References:
Kruger, J. & Dunning, D. 1999.
Unskilled and unaware of it:
How difficulties in recognizing
one’s own incompetence lead
to inflated self-assessments.
Journal of Personality and
Social Psychology, 77(6):
1121-1134.
McGrath, R. G. 1999. Falling
forward: Real options
reasoning and entrepreneurial
failure. Academy of
Management Review, 24(1):
13-30.
6
Specifications: Papers should be in MS-Word .doc or .docx format** and no longer than 10 pages double-spaced using proper essay
format (Abstract, Introduction, Body, Conclusion). You may resolve any questions about style guidelines using the AOM (Academy of
Management) Style Guidelines also posted in BB along with sample paper outline (essay format) example and grading rubric. (**Note: MSWord only – .pdf or other file types will not be graded.) If you include tables or other figures from MS-Word, ppt or pptx, or Excel do not
insert un-editable pictures or metafiles as this impedes grading and feedback and will reduce your grade. Pages must be double-spaced,
with 1-inch margins and with the first line of each paragraph indented. Please use Times New Roman Font 12 point. All references cited should
be included in a References Section (not counted in the 10 pages). (Note: Please also note that this format is wrong for the Group Project
Report. See the grading rubric. A grad paper is not a visually excellent business report format; but is proper for research papers.)
As noted, Dr. Mitchell will gladly answer all questions about this assignment prior to 48 hours in advance of the time it is due. In fairness to
all concerned last-minute questions cannot reasonably be answered to minimize imbalance issues in instructor access. Also, past experience
indicates that using this resource (consulting the instructor) is the single greatest predictor of earning a high grade on this assignment. So
please start early if you plan to do this assignment well. Also, in fairness to all concerned no draft versions of this paper can be reviewed in
advance, however. Good luck!
Grad Paper Q and A:
The following are answers to frequently asked questions about the Grad Paper:
Q: What is an acceptable “overall match” level on the BB plagiarism checker?
A: Generally, given that we are all using the same two baseline articles, a score of 15% or less indicates an acceptable level of originality.
Scores in the 15-25% range are less original and should be examined for non-original work. Scores above 25% are problematic and will receive
additional scrutiny and possibly a lower grade, in fairness to all concerned. Scores above 40% indicate that the paper should be reworked to
remove the duplicated content, to replace it with original work to avoid a possible grade reduction for insufficient originality.
Q: Can I discuss this paper with my group, friends in the class, or previous BA 5322 students before submitting?
A: No. The Syllabus (page 4) classifies the Grad Paper as “Individual Work.” Thus, you are expected to do all your work on this paper alone
(exceptions to this are the Grad Paper lab, or specific conversations with the Instructor).
Q: Can I use as “updated examples” for question 3, companies that were suggested to me by my group, friends in this class, or
previous BA 5322 students?
A: No. This is a graduate paper, and as such a correct answer to Question 3 requires research done specifically by you individually. With
thousands of companies in hundreds of publications over the last five years, it is highly unlikely that the same examples will be the only ones
used in your grad paper where each student is doing their own research independently. Duplication of the same few examples will result in the
possibility of lower grades due to non-originality. (Exceptions to this are explicit permission obtained in advance—verbally is fine—from the
instructor.)
Q: Is naming the file uploaded to BB correctly important?
A: Yes. The instructions say: “For credit, files should be named correctly—if for individuals—with last name first, then first name or
initial: e.g. mitchell.rk assignment.docx using the actual name of the assignment.”
Rev as of 1-10-2022
Skill introduction & active learning
M-4 – Constraints Analysis Skill Intro:
Video 4 https://youtu.be/sZtjFjLJOUs
After-class Content Quiz 2
Video – January 21
Opens: Jan. 21, 2:00p
Before-class Reading Quiz 2 (Module 8)
Opens: Jan. 28, 2:00p
Rev as of 1-10-2022
Before-class Reading Quiz 3
Opens: Feb. 4, 2:00p
NV Template Reading Quiz (2.5%)
M-10: Product Concept Skill Application Groups present: T-comm Product Concept .ppt (5%)
BB-CU – February 4
BB-CU Regular Group Lab Times
See your notes & video (2.0 %)
Instruction: Skill introduction & active learning
10
M-9 (Lab): Group Technology Product
Concept Skill Practice
After-class Content Quiz 3
Opens: Jan. 31, 2:00p
Jan. 28 (12 noon)
Closes: Feb. 7, 7:30a
Feb. 4 (BB-CU, 12 noon)
Feb. 2 (as scheduled)
Closes: Feb. 1, 11:59p
Jan. 31 (BB-CU, 12 noon:
Active Learning)
Unleash ideas (Unrelated Novelty) Reading Quiz (2.5%) Closes: Jan. 31, 7:30a
Group representatives discuss questions w/ Inventor
BB-CU Labs – Feb. 2
M-8: Product Concept Skill Intro:
Video 5 https://youtu.be/ttoE4XOYsuM
Video – January 31
Jan. 24 (as scheduled)
Closes: Jan. 22, 11:59p
Jan. 21 (BB-CU, 12 noon:
Active Learning)
Closes: Jan. 21, 7:30a
Jan. 19, 12 noon
Jan. 14 (BB-CU, 12 noon)
Closes: Jan. 13, 11:59p
Jan. 12 (BB-CU, 12 noon:
Active Learning)
Due Date
Groups present: T-comm. Constraints Analysis.ppt (5%) Jan. 26 (BB-CU 12 noon)
BB-CU Regular Group Lab Times
See your notes & video (2.0 %)
9
8
M-7 (Lab): Inventor Day
All-class Lab – Jan. 28
7
M-6: Constraints Analysis Skill
Application
BB-CU – January 26
6
M-5 (Lab): Group Tech Const. Analysis
BB-CU Labs – Jan. 24
5
4
It’s Not Luck Reading Quiz (2.5%)
Before-class Reading Quiz 1
Opens: Jan. 19, 2:00p
Review mechanics/presentations, etc.; answer
questions
M-3: Business Presentations/ Groups:
Video 3 https://youtu.be/Gz9zlietRR4
Video – January 19
Review technology with ORC; More course setup
See your notes & video (2.0 %)
3
https://youtu.be/Ng898FxYwDQ
M-2: Review ORC Technology: Video 2
After-class Content Quiz 1
Opens: Jan. 12, 2:00p
Course Intro & Video (Active Learning BB-CU)
Course Work (w/Graded %)
Video – January 14
Module 1(M-1): Foundations of TComm: Video 1 https://youtu.be/oJQd58wF2jk
Module/Reading Quiz/Lab
Video – January 12
Date
2
1
M#
Preliminary Schedule: STEM MBA Technology Commercialization – Spring-1, 2022
{Note: Active Learning Discussion and Coaching occurs during class time on Skill Introduction Days}
Instruction: Skill introduction & active learning
Before-class Reading Quiz 4
M-15: TSM Analysis Skill Intro:
Video 7 https://youtu.be/Pho4ZHHzkWg
After-class Content Quiz 5
Opens: Feb. 14, 2:00p
Video – February 16
Opens: Feb. 16, 2:00p
Come for input w/presentation done
Submit Project Files to BB**
BB-CU Labs – Feb. 23
BB-CU Labs – Feb. 25
Opens Feb. 25th, 7:30a
18
19
Graduate Student Paper **
Ongoing, Jan. 12/22 –
Mar. 4/22 (11:59p)
See Instructions (p. 5-6, Syllabus & on BB)
Presentations judged by expert panel (40%)
Fri. Mar. 4th, 11:59p
Mar. 2nd (BB-CU, 12noon)
Feb. 28th (BB-CU, 12 noon)
Closes Feb. 28th, 7:30a
One member only of the group should: Submit MS-Word
Report & .ppt presentation together ** by the due date
Presentations judged by expert panel (40%)
Feb. 25 (as scheduled)
Feb. 23 (as scheduled)
Feb. 21 (BB-CU, 12 noon)
Feb. 18 (as scheduled)
Closes: Feb. 17, 11:59p
Feb. 16 (BB-CU, 12 noon:
Active Learning)
Closes: Feb. 16, 7:30a
Feb. 14 (BB-CU, 12 noon)
BB-CU Lab-2 – Dry Run Rehearsal for additional input
BB-CU Lab-1 –Rehearsal for input
Groups present: TSM Analysis. ppt (5%)
BB-CU Regular Group Lab Times
See your notes & video (2.0 %)
Groups present: NVT Analysis. ppt (5%)
Feb. 11 (as scheduled)
Feb. 9 (as scheduled)
Closes: Feb. 8, 11:59p
Feb. 7 (BB-CU, 12 noon:
Active Learning)
Due Date
Rev as of 1-10-2022
** Note: For credit, please do not submit .pdf files in this course. Use only .ppt/pptx and MS-Word e.g., .doc or .docx files (for the Project: one submission only, please attach both to the same
submission). Also, please note that figures and tables for both the Project and for the Grad Paper should also be editable in MS Word, PowerPoint, or Excel (so that any instructor feedback can
be given using the “comments” function). Hence, using un-editable formats (e.g., picture format such as a metafile) for these parts of your submissions will reduce your grade.
M-21 Final Presentations (all attend)
BB-CU – March 2nd
21
M-20 Final Presentations (all attend)
BB-CU – February 28th
20
Come for input w/presentation done
M-17: TSM Analysis Skill Application
BB-CU – February 21
17
M-16 (Lab): Group Tech TSM Analysis
BB-CU Labs – Feb. 18
16
15
Ch 7 Venture Analytics Reading Quiz (2.5%)
M-14: NVT Assessment Skill Application
BB-CU – February 14
BB-CU Regular Group Lab Times
14
M-13 (Lab-2): Group Tech NVT Analysis
BB-CU Labs – Feb. 11
BB-CU Regular Group Lab Times
See your notes & video (2.0 %)
13
M-12 (Lab-1): Group Tech NVT Analysis
After-class Content Quiz 4
Opens: Feb. 7, 2:00p
Instruction: Skill introduction & active learning
Course Work (w/Graded %)
BB-CU Labs – Feb. 9
M-11: NVT Assessment Skill Intro:
Video 6 https://youtu.be/kHXedsEmPPA
Module/Reading Quiz/Lab
Video – February 7
Date
12
11
M#
8
Ground Rules:
1.
Academic integrity is essential. Please adhere to the standards of academic integrity included as a part of this syllabus.
2.
The personal opinions of the instructor/ presenters on a given issue are irrelevant to your grade. It is poor reasoning,
inconsistent application of relevant principles, or lack of full engagement (doing only the minimum you think is
necessary to get a grade) which is costly in commercial engagement, not disagreement.
3.
Since this course often uses the case study/discussion-method, timely attendance is essential. Attendance or tardiness
affects assessment of your participation credit.
4.
The readings are also essential preparation for each class. Concepts from the readings and details from the cases
included therein, will form the foundation of class discussion, and will help you to distil your own reasoned position
with respect to key principles of commercialization. Part of your grade for the course will consist of presenting text
and case materials in impromptu question periods, panels, and responding to questions from other participants and the
instructors.
General Guidelines for Submission of Written Work
All written work prepared outside of class should be prepared in MS Word (.doc/ .docx) and contain a cover page with
your name, course number, date, and title. Where page lengths are noted for particular assignments, the page lengths
assume 12 pt. type, 8 1/2 by 11 paper, double spaced type, and one-inch margins on all sides. Please include a cover sheet
for all work which includes your name (last name first, please) along with the date and subject of the case or project as
specified in the assignment description. (Please Note: no .pdf files submitted will be graded)
For credit, files should be named correctly—if for individuals—with last name first, then
first name or initial: e.g. mitchell.rk assignment.docx using the actual name of the
assignment. If for a group, then the group number: Group1 assignment.pptx
Written work will be graded for both content and quality. That is, grammar, punctuation, spelling, coherence, style, and
organization will be considered. A concise style is essential. Corporate executives repeatedly emphasize the need for
business schools to do a better job of preparing MBAs to write in an organizational context. The professional standards
applied to writing quality will approximate those applied to major corporate documents that have been prepared for broad
distribution among senior executives.
Academic Integrity Statement
Academic integrity is taking responsibility for one’s own class and/or course work, being individually accountable, and
demonstrating intellectual honesty and ethical behavior. Academic integrity is a personal choice to abide by the standards
of intellectual honesty and responsibility. Because education is a shared effort to achieve learning through the exchange of
ideas, students, faculty, and staff have the collective responsibility to build mutual trust and respect. Ethical behavior and
independent thought are essential for the highest level of academic achievement, which then must be measured. Academic
achievement includes scholarship, teaching, and learning, all of which are shared endeavors. Grades are a device used to
quantify the successful accumulation of knowledge through learning. Adhering to the standards of academic integrity
ensures grades are earned honestly. Academic integrity is the foundation upon which students, faculty, and staff build their
educational and professional careers. [Texas Tech University (“University”) Quality Enhancement Plan, Academic
Integrity Task Force, 2010]
Statement Regarding Academic Dishonesty
Academic honesty is fundamental to the activities principles of a university. All members of the academic community must
be confident that each person’s work has been responsibly and honorably acquired, developed, presented. Any effort to
gain an advantage not given to students is dishonest whether or not the effort successful. The academic community regards
academic dishonesty as an extremely serious matter, with consequences that range from probation to expulsion. When in
doubt about plagiarism, paraphrasing, quoting, or collaboration, consult the course instructor.
The general description of academic dishonesty is presented in Texas Tech Operating Policy 34.12 and in the Texas Tech
Student Handbook, Code of Student Conduct. In general the description of “Scholastic Dishonesty” includes, but is not
limited to, “cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give
Rev as of 1-10-2022
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unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment
for two courses without the prior permission of the instructor) or the attempt to commit such an act.” It also is academically
dishonest to share answers to papers or quizzes that are individual assessments with group members, or to utilize any
materials that purport to contain answers to quizzes or other assignments. All submitted materials will be checked for
plagiarism using the BB tools.
All acts of academic misconduct will be reported and adjudicated as prescribed by the Student Code of Texas Tech University.
Hence, as stated in the TTU Catalog: “It is the aim of the faculty of Texas Tech University to foster a spirit of complete
honesty and a high standard of integrity. The attempt of students to present as their own any work that they have not
honestly performed is regarded by the faculty and administration as a serious offense and renders the offenders liable to
serious consequences, possibly suspension” (p. 49; OP34. 12). Students are therefore expected to review carefully the
following points regarding academic integrity and group projects. Acts of academic dishonesty include, but are not limited
to, the following:
• Using the exact words of a published or unpublished author without quotation marks and without referencing the
source of these words.
• Duplicating a table, graph, or diagram, in whole or in part, without referencing the source.
• Paraphrasing the conceptual framework, research design, interpretation, or any other ideas of another person, whether
written or verbal (e.g. personal communication, ideas from a verbal presentation) including instructors, without
referencing the source.
• Copying the answers of another student in any test, examination, or take-home assignment.
• Providing answers to another student in any test, examination, or take-home assignment.
• Taking any unauthorized materials into an examination or term test (crib notes).
• Impersonating another student or allowing another person to impersonate oneself for the purpose of submitting
academic work or writing any test or examination.
• Stealing or mutilating library materials.
• Accessing test prior to the time and date of the sitting.
• Changing name or answer(s) on a test after that test has been graded and returned.
• Submitting the same paper or portions thereof (including past work given credit for other classes) for more than one
assignment, without discussions with and the approval the instructor(s) involved.
• Falsifying attendance records by any means whatsoever (including signing someone else’s name on an attendance
sheet).
• Dishonesty (including misleading fellow students or the instructor regarding any course requirement).
• Logging on to any course-related website using someone else’s name and password.
• Giving any class-wide password to non-class-registered person(s).
Civility in the Classroom
Texas Tech University is a community of faculty, students, and staff that enjoys an expectation of cooperation, professionalism,
and civility during the conduct of all forms of university business, including the conduct of student–student and student–faculty
interactions in and out of the classroom. Further, the classroom is a setting in which an exchange of ideas and creative thinking
should be encouraged and where intellectual growth and development are fostered. Students who disrupt this classroom mission
by rude, sarcastic, threatening, abusive or obscene language and/or behavior will be subject to appropriate sanctions according
to university policy. Likewise, faculty members are expected to maintain the highest standards of professionalism in all
interactions with all constituents of the university (TTU Ethics Center: Statement of Ethical Principles).
Discrimination, Harassment, and Sexual Violence
Texas Tech University is committed to providing and strengthening an educational, working, and living environment where
students, faculty, staff, and visitors are free from gender and/or sex discrimination of any kind. Sexual assault,
discrimination, harassment, and other Title IX violations are not tolerated by the University. Report any incidents to the
Office for Student Rights & Resolution, (806)-742-SAFE (7233) or file a report online at titleix.ttu.edu/students. Faculty
and staff members at TTU are committed to connecting you to resources on campus.
Some of these available resources are: TTU Student Counseling Center, 806- 742-3674, Student Counseling Center
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(Provides confidential support on campus.) TTU 24-hour Crisis Helpline, 806-742-5555, (Assists students who are
experiencing a mental health or interpersonal violence crisis. If you call the helpline, you will speak with a mental health
counselor.) Voice of Hope Lubbock Rape Crisis Center, 806-763-7273, Voice of Hope Lubbock (24-hour hotline that
provides support for survivors of sexual violence.) The Risk, Intervention, Safety and Education (RISE) Office, 806-7422110, Risk Intervention & Safety Education (RISE) (Provides a range of resources and support options focused on
prevention education and student wellness.) Texas Tech Police Department, 806-742- 3931, Texas Tech Police (To report
criminal activity that occurs on or near Texas Tech campus.) Office of LGBTQIA, Student Union Building Room 201,
Office of LGBTQIA Education & Engagement 806.742.5433. Within the Center for Campus Life, the Office serves the
Texas Tech community through facilitation and leadership of programming and advocacy efforts. This work is aimed at
strengthening the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) community and sustaining
an inclusive campus that welcomes people of all sexual orientations, gender identities, and gender expressions.
ADA Statement
Any student who, because of a disability, may require special arrangements in order to meet the course requirements
should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate
verification from Student Disability Services during the instructor’s office hours. Please note: instructors are not allowed to
provide classroom accommodations to a student until appropriate verification from Student Disability Services has been
provided. For additional information, please contact Student Disability Services in West Hall or call 806-742-2405.
Religious Holy Day Statement
“Religious holy day” means a holy day observed by a religion whose places of worship are exempt from property taxation
under Texas Tax Code §11.20. A student who intends to observe a religious holy day should make that intention known in
writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy
day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time
after the absence. A student who is excused under section 2 may not be penalized for the absence; however, the instructor
may respond appropriately if the student fails to complete the assignment satisfactorily.
Respect in the Teaching Setting
Students are expected to assist in maintaining a learner engagement environment that is conducive to learning. In order to
assure that all students have an opportunity to gain from time spent in class sessions, unless otherwise approved by the
instructor, students are prohibited from all disrespectful behavior, including making offensive remarks, or engaging in any
other form of distraction.
In this College we consider late arrival, early departure, ringing cell phones or beepers, texting, and talking with your
neighbor as disrespectful both to instructors and to your fellow students who are trying to teach/learn the material.
Inappropriate behavior in the learning environment shall result in, minimally, a request to leave a class session. Repeated
offenses may affect your grade.
Thanks to all in advance for your willingness to make this class a productive learning environment for all concerned.
About Your Instructor:
Before becoming a professor, Dr. Mitchell gained substantial practical experience in the business world as a CPA,
executive, entrepreneur, and consultant:
• CPA – worked for Deloitte, the international accounting firm, at the beginning of his career.
• CEO and turnaround specialist for several firms, both large and small.
• Entrepreneur – has taken one company public, started, and sold other ventures, and worked on various startup venture teams over the years.
• Consultant – to a variety of businesses and brings all of this experience into the classroom.
• Professor – Dr. Mitchell is also a leading scholar in his field; and the following paragraphs provide a short
synopsis of some key events that bear on the quality of instruction available to students in this class.
In 2005 Dr. Mitchell moved from the University of Victoria in Canada to Texas Tech University, where he is a
Professor of Entrepreneurship, holds the JA Bagley Regents Chair in Management in the Rawls College of Business;
has been recognized by TTU as an Integrated Scholar for his practical excellence in research, teaching and service; and
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is the recipient of the President’s Academic Achievement Award. In 2007 he led the Possibilities Project, which
helped to provide the current foundation for research commercialization in the Texas Tech University System.
While at the University of Victoria Dr. Mitchell received several distinguished research and teaching awards,
including the Distinguished Educator Award; and he led the team that designed and implemented an entrepreneurship
program that won the Entrepreneurship Division Innovation in Pedagogy Award, and the USASBE Model
Undergraduate ENT Program Award. He is a leader in developing the latest cognition-based applications for
entrepreneurship teaching, and for the 5 years 2005-2009 he served as a leader in the Entrepreneurship Division of the
Academy of Management, an organization currently with 3,700+ entrepreneurship professors. In this role he has
championed excellence in entrepreneurship research and teaching.
Professor Mitchell’s research (see Professor Ronald K. Mitchell - Publications by Year) includes work in technology
commercialization, entrepreneurial cognition, entrepreneurship and stakeholder theory, and cross-cultural
entrepreneurship. He won the 1995 Heizer Award for his dissertation on entrepreneurial expertise and has published
in the top journals in his field. He was a Visiting Professor of Public Policy and Strategy at Peking University from
1999-2002. From June of 2000 through May of 2005, he held the Francis G. Winspear Chair in Public Policy and
Business at the University of Victoria, and how holds the position of Distinguished Winspear Visiting Scholar there.
Dr. Mitchell is a specialist in technology commercialization, entrepreneurial cognition, global entrepreneurship,
business ethics, command to market system transition, and stakeholder theory and strategy; and he researches,
consults, and lectures worldwide.
Instructions for Purchase of the Venture Analysis Standards
2000 and “NVT” website access:
Under the Syllabus Menu item in BB is the .pdf that explains how to purchase the VAS 2000 (NVT) Workbook
and website access.
If you have any trouble with this at all, the publisher's Help Desk Customer Service team is available to
answer any questions. (If necessary) please use this number for credit card processing (e.g. if site is under
maintenance).
or Email: customerservice@ladcustompub.com Call 1-877-318-8800 or 770-831-8558.
Rev as of 1-10-2022
13
COVID-19 SPECIAL ANNOUNCEMENTS AND INFORMATION:
{Note: At the request of the Management Area Coordinator, this
information—identical to that posted in the Fall 2021 Syllabus—is
also to be included in the Spring 2022 Syllabus.}
“Text for Faculty to use in Syllabi and Communications:
For the fall semester 2021, we wish to remind you that although
COVID-19 vaccinations are not required in Texas, Texas Tech
University strongly recommends students adhere to CDC guidelines
on COVID-19, including obtaining COVID-19 vaccinations.
If you are unable to obtain a vaccination prior to your arrival on
campus, vaccinations will be available on campus on August 11-17 in
Holden Hall as part of the “One-Stop-Shop” event. After August 17th,
the COVID-19 vaccine will be available at Student Health Services by
appointment. You can find additional information about the vaccine
here: https://www.ttu.edu/commitment/covid-19-vaccine/index.php.
Sincerely,
Lawrence Schovanec
President
Ronald Hendrick
Provost”
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14
“Additional Syllabus Information:
Vaccinations: Texas Tech University strongly recommends students adhere
to CDC guidelines on COVID-19, including obtaining COVID-19 vaccinations. If
you were unable to obtain a vaccination prior to your arrival on campus, the
COVID-19 vaccine is available at Student Health Services by appointment.
You can find additional information about the vaccine here, and about the
recently announced incentive program here.
Face Covering Policy: As of May 19, 2021, face coverings are optional in TTU
facilities and classrooms but, based on CDC guidelines, are recommended
and welcome, especially for those who have not been vaccinated for COVID19 or who may have susceptibilities to the virus. Face coverings are required
in public transportation (e.g., Citibus) and in the Student Health Clinic.
Seating Charts and Social Distancing: There is no longer a mandated social
distancing protocol for classroom seating, but using a seating chart and
taking attendance are recommended in support of campus contact tracers if
needed. Social distancing is recommended in rooms that will enable it.
Illness-related Absences: Please see attendance requirements in this
Syllabus. Also, see guidance for students at
https://ttucovid19.ttu.edu/User/Consent.]
Personal Hygiene: We all should continue to practice frequent hand
washing, use hand sanitizers after touching high-touch points (e.g., door
handles, shared keyboards,
etc.), and cover faces when coughing or sneezing.
Potential Changes: The University will continue to monitor CDC, State, and
TTU System guidelines in continuing to manage the campus implications of
COVID-19. Any changes affecting class policies or delivery modality will be in
accordance with those guidelines and announced as soon as possible. If
Texas Tech University campus operations are required to change because of
health concerns related to the COVID-19 pandemic, it is possible that this
course will move to a fully online delivery format. Should that be necessary,
students will be advised of technical and equipment requirements, such as
web cam, microphone, and remote proctoring software.”
Rev as of 1-10-2022