CISB 6212 International Entrepreneurship
SMU - Cox School of Business
Caruth Institute
INSTRUCTOR:
J. Anthony McClure
Phone: (214) 219-1756
Fax: (214) 219-1760
Email: anthonymcclure@sbcglobal.net
COURSE DESCRIPTION:
This course will cover, from an international perspective, entrepreneurial opportunity
identification and evaluation; market analysis and intelligence; joint venture and partnerships;
agents, VARs and representatives; regulations, laws and customs; regional and cultural issues;
financing foreign ventures; and choice of domestic and international legal entities
COURSE OBJECTIVE:
The objective of this course is to provide students with an understanding of the complexities
faced by entrepreneurs doing business in a global environment and with knowledge which will
help them to successfully cope with that environment. The course will focus on and emphasize
the perspective of the entrepreneur.
REQUIRED TEXTS/MATERIALS:
Required
Case studies:
Case #1- Euro Disney: The First 100 Days
Case #2- The Montague Corporation (A) -Bicycle Company
Supplemental Texts:
Text: The Global Entrepreneur. Taking Your Business International, James F Foley,
Dearborn, ISBN 1-57410-124-2
References:
Kiss, Bow and Shake Hands. Bow to Do Business in Sixty Countries, Morrison,
Conaway, and Borden, Adams Media Corporation, ISBN 1-55850-444-3
Managing Across Borders. The Transnational Solution, Bartlett and Ghoshal, Harvard
Business School Press, ISBN 0-87584-849-4
GRADE COMPONENTS:
Case analysis, 2 each
Research project
Paper
Presentation
Class participation
20% each
(10% oral / 10% written)
35%
15%
40%
50%
10%
The class will have two different cases. Each student is expected to prepare for the case
discussions and should be ready to share conclusions, recommendations for action, and
supporting rationale with the rest of the class. A short discussion of the main points of the case
will be prepared (5 to 7 pages) font 12, double-spaced with specific student input to personal
solutions. Each case discussion is valued at 20%. 10% is for the written case analysis and 10% is
for class discussion participation. PLEASE ENSURE YOU PARTICIPATE IN THE CASE
DISCUSSION!
The research paper will focus on setting up a small entrepreneurial business in the country
selected at random. This business will be either a product/good offering or a service. The written
portion will consist of a description of the country (government, legal, economy, infrastructure,
cultural, religious, geography, education, demographics, etc.) followed by a discussion of the
business selected and the issues involved will ensue. All basic considerations found in a classic
business plan (finance, marketing, organization, competitive analysis, etc.) as discussed in the
course will be analyzed. THE STUDENT/GROUP WILL NOT PREPARE A BUSINESS
PLAN; JUST DISCUSS ELEMENTS THAT PERTAIN TO RUNNING THE
ENTREPRENEURAL BUSINNESS SUCCESSFULLY. The paper will be between 20 to 25
pages long double-spaced, font 12. The student/group will then have an opportunity to present
the highlights of the paper to the class. The presentation will be 10 minutes. The paper is valued
at 35 points and the presentation at 15 points. Make sure EVERY member of the group shares
equally in the paper preparation and presentation.
Each student is expected to be attentive and participate in every class. Be prepared to ask
questions concerning the subject material and offer opinions/discussions on the issues. Class
participation is valued at 10 points.
CLASS SCHEDULE:
Class #1
Introduction, Identifying Entrepreneurial
Opportunities.
Class #2
Marketing and Sales.
Class #3
Basic Organization.
Case #1 -Euro Disney
Class #4
Cultures and Regions.
Class #5
Management Decisions
Class #6
Channels of Distribution/Supply Chain Management
Class #7
Finance. Chapters 11, 13, 16, & 23
Case #2 -The Montague Corporation
Class #8
Paper presentation. Course wrap-up
The schedule may be altered by the professor as required. Students will be informed of any
changes in sufficient time to make the proper adjustments.
Disability Accommodations: If you need academic accommodations for a disability, you must
first contact Ms. Rebecca Marin, Coordinator, Services for Students with Disabilities (214-7684563) to verify the disability and to establish eligibility for accommodations. Then you should
schedule as appointment with me to make appropriate arrangements.
CISB 6212 International Entrepreneurship
Country Business Project
One of the major measurement tools for the International Entrepreneurship course is the country
business project. The following outlines the procedure, expectations, and measurement for this
project.
Purpose
One of the best ways to learn necessary elements of managing business opportunities is to
actually do them. This project allows you to do just that. After selecting your country at random,
you will examine what the entrepreneurial opportunities are and what kind of good, product or
service you wish to provide. Every aspect and challenge of being an international entrepreneur
will be encountered and resolved.
Methodology
1. Each student/group will randomly select a country from the "hat". These countries
represent every comer of the globe. Once selected, this country belongs to that student.
There will be no trading.
2. Student/group research on the country itself will consist of, but not limited to, the
following:
Government
Legal system Economic structure Culture
Religion
Geography
History
Educational system
Demographics
Physical infrastructure
Etc.
3. The student-selected business (product, good, or service) based on market research for
your country should include the business; why you selected that business; and issues
involved in the selection. A description of how the business will run will follow based on
the elements found in a good business plan which include, but are not limited to the
following:
Staffing/Management
Marketing
Sales
Channels of Distribution
Manufacturing
Operations
Financing
Competition
Marketing Intelligence
Legal / Social / Customs / Barriers
Cultural
Etc.
You are not preparing a business plan, per se, but just discussing the appropriate
elements of a good business plan that will enable you to make the correct decisions in
running your business.
The paper will be 20 to 25 pages in length, double-spaced, font 12. Evaluation of the
paper is based on the country evaluation, business research and execution, and welldefended conclusions as to why this business will succeed. The paper will also be
strictly graded on the literary aspects as well including grammar, spelling, and
structure.
4. Presentation – Each student/group will be afforded to opportunity to present highlights
from his/her research and paper. The length and format of this presentation will be
determined the first day of class based on total class enrollment.
CISB 6212 International Entrepreneurship
Course Country Project Evaluation Sheet
Name: ____________________________ Date: _________________Grade: ______________
G = Good, A = Average, P = Poor
Country Evaluation
Government
Legal System
Economy / Infrastructure
Culture
Religion
History / Geography
Demographics
Educational System
Other (Significant to Your Country)
Business Evaluation
Product / Good / Service (As it Applies to the Country)
Staffing / Management
Marketing / Sales
Channels of Distribution
Manufacturing / Operations
Finance
Competitive Analysis
Marketing Intelligence
Legal / Customs / Barriers
Culture / Social
Other (Particular to your Business)
Oral Presentation
Organization
Major Points
Summary
G
A
P
CISB 6212 International Entrepreneurship
Case Study Guide Questions
Session 1: Euro Disney: The First 100 Days
1. Assess Disney's decision to build a theme park in Europe. How can such a decision be
evaluated and was it a wise one?
2. What is Euro Disney’s target market, and what are the implications for the development
and organization of the park?
3. What aspects of the traditional Disney theme park formula, in terms of park design and
service design might prove to be transferable to Euro Disney, and which might prove to
be specific to the United States and/or Japan? In general, what issues should a company
think through before extending a successful service concept across cultural boundaries?
4. Assess the implementation of Euro Disney’s service delivery system. What could have
the company have done differently?
5. What lesson(s) has Euro Disney learned which could be applied to the development of a
second theme park? To other international ventures in general? Should the park be
adapted for the local market from the U.S. model, and if so, in what ways?
6. Should Euro Disney proceed with the next step of development? What recommendations
would you make regarding staffing, training and general management?
Session 2: Montague Corporation
1. Is Montague's "bicycle that folds" a good idea?
2. What is your evaluation of Montague’s sourcing, marketing and financial strategies?
Specifically, how would you evaluate David Montague's approach to domestic and
international distribution?
3. What are Montague's major problems? Opportunities? What actions would you
recommend David take in 1994?
4. What learnings do you take away from the case that can be applied to your international
venture? international ventures in general?
CISB 6212 International Entrepreneurship
Case Discussion and Write-Up Expectations
As stated in the syllabus, the class instructors have selected two cases for class discussion and
write-up. Each student should prepare for the case class discussions and be ready to share
conclusions, recommendations for action and supporting rationale with the rest of the class. Each
student will also prepare a case write-up, to be handed in prior to discussion of the case in class.
CASE DISCUSSION
The objective of our case discussions is to better prepare students for real-time decision making
in unpredictable business situations by simulating the experiences of those who've already gone
through it. The guidelines set forth in the attached contract will give the structure to support the
best learning environment.
When the case method works correctly, the instructor turns a great deal of power and
responsibility for learning over to the students. Because we will only spend two class sessions
together, this explicit contract should accelerate the process and point us in the right direction.
Each student's case discussion participation will be evaluated based on the student's presence,
preparation level and constructive contribution to the class discussion.
CASE WRITE-UPS
Each student is expected to prepare a write-up for each case, to be turned in prior to the class
discussion. The write-up should at a minimum answer the case study questions handed out on the
first day of class. The student may choose to answer each question in turn -or can use another
format of his/her choice -but must address all questions. The instructors have suggested 5 to 7
pages, but length will not be the decisive factor in evaluation.
The write-up will be evaluated based on: (1) how effectively it addresses the main case issues (as
suggested in the questions) and (2) how well its points of view are supported by case facts and
accompanying logic. The write-up will also be evaluated on the grammar/spelling portion of the
paper.
CISB 6212 International Entrepreneurship
Case Discussion Contract
The objective of our case discussions is to better prepare you for real-time decision making in
unpredictable business situations by simulating the experiences of those who've already gone
through it. The guidelines set forth in this contract will give the structure to support the best
learning environment.
When the case method works correctly, the instructor turns a great deal of power and
responsibilities over to the students. Over time (8 to 10 case discussions), an implicit contract
develops among the members of the class that governs what is expected and permitted. Because
we will only spend two class sessions together. This explicit contract should accelerate the
process and point us in the right direction.
YOUR PROMISES AND MINE
You make the class what it is, and the promises below ensure that everyone is willing to do what
is necessary to learn. The points below outline what you promise to contribute to the class and
what I promise in return.
Student's Promises
1. Be prepared. I [your name inserted here] will analyze each case in depth. I understand
that without thorough preparation and an action plan, the class discussion will mean
nothing. I will be ready to open the case if asked.
I commit that I will spend at least 2 hours on every case, realizing some will take much
more time. I realize that participation in study groups is not mandatory, but strongly
suggested.
Further, I promise not to accept help from anyone outside the class. I understand that
every case discussion is different and may result in different conclusions. 1 understand
that throwing in the "solution" from another class will disrupt the natural flow of the
class. I accept that using notes, comments or help from people who have already taken
the class or passing information 10 students' in another section will be considered
cheating.
2. Be present. I understand that attendance is mandatory.
3. Be on time. I will be on time or early for class. I understand that coming in late disrupts
the rhythm of the class.
4. Contribute to class discussion. I recognize that learning in this class will depend on the
participation of my classmates and me and that the class needs my input to make this an
interesting experience. No matter how difficult it may be. I promise to do my fair share
of participation.
5. Stay "in the flow". I promise to keep up with the flow of discussion and use my
comments to push the group along. I will not fall asleep and bring up a point that's
already been discussed. I will not wait for silence to throw in my "pre-recorded"
comment.
6. Be concise and structured. I know that "airtime" is limited; therefore, I will keep my
comments brief and clear with backup logic and facts as required.
Anthony McClure's Promises
1. I will carefully and completely prepare for each class. This class is one of my highest
priorities (after being a husband and dad).
2. I care about each one of you. I believe you have a special place in the world or I would
not be here. I will be concerned about your welfare, both in and out of this classroom. I
will make time for breakfast, lunch, or dinner if you are interested. The earlier you
schedule in the semester, the more I can help.
3. I will strive to make our case discussions a satisfying and rewarding part of this course.
Your comments and suggestions matter a great deal. Unless you give me high marks as
an instructor, I promise to retire.
4. I promise to start and end class on time.
Remedies
No juvenile punishments here -these remedies are listed so you can judge what risks you want to
take.
1. If I violate my promises, you are free to comment in class, in private, or on the teacher
evaluation. If your comments are valid, your classmates will back you up.
2. If you cheat by obtaining help from students who have previously discussed a case in
class, you will receive an "F" for your class participation for all case discussion sessions.
3. If you are not prepared to open a case and tell me before class, I will have the option to
deduct up to one letter grade from your class participatio.'1 grade for that class. If you are
not prepared and don't tell me before class, I will have the option of deducting up to two
letter grade.
4. If you miss class and it is not an emergency, I will have the option to deduct up to one
letter grade for that class. Within one week of the absence you will need to submit a
thorough written analysis of the case missed and your reason for missing class. Failure
to submit a written analysis within one week will result in a failing participation grade
fro that class section.
5. If you are late, we will stop class and find out why. You may get to open the case.
I will do everything I can to help you feel comfortable participating in class. I will not
embarrass you. Any answer that can be logically defended and clearly articulated will add
to the discussion. You will need to contribute to receive a passing mark for case
discussion participation.
TAKING RISKS
Believe it or not, the classroom is a very safe place to take risks. No lightening bolts will descend
from above, no one will lose any real money and no jobs will be endangered. Feel free to
experiment with unorthodox solutions. You will be rewarded if you can defend them.
A safe and comfortable learning environment will encourage people to take risks and stretch
their intellectual wings. Supportive comments are always appreciated. Usually we can make
more progress by building on each other's ideas than attacking them"
This does not mean, however, you should let shoddy logic or false evidence slip by
unchallenged. Please feel free to examine anyone's logic or evidence at any time (including
mine), but do it in a civil manner. I want you to examine logic and joust with each other, but you
can challenge an idea without attacking the person who said it.
SUMMARY
The success of our time spent together hinges on the strength of our commitment to one another.
If you are not able or willing to commit to the requirements of this contract please let me know at
once.
Work hard, have fun, and enjoy the rewards.