course outline template - mba program assessment paper (final) of team based activity from first 3...

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Business 733E Multi-Disciplinary Entrepreneurship

Fall 2016 Sept. 12, 2016-Dec 5 Preliminary Course Outline Human Resources and Management Area

DeGroote School of Business McMaster University

COURSE OBJECTIVE

Entrepreneurship is a heterogeneous phenomenon. It involved people with a wide range of

experiences, backgrounds, and academic and practical experience. Bringing together teams of

graduate students from different academic orientations to explore the development of new ventures

is one of the goals of this particular course. A secondary goal is to explore the theoretical and

empirical study of entrepreneurship, entrepreneurship promotion, development, support, and life-

cycle. This will allow students to draw on current theoretical frameworks to their future

entrepreneurial activities, through familiarity with what research says is most typical, effective, and

characteristic for new venture development.

No single way exists to start, develop and manage a business. In this course students will be

exposed to the challenges and hurdles entrepreneurs face when developing a new business. Students

in this course will be presented with both the strengths and weaknesses of conventional business

planning, while the course itself will focus primarily on research activities and contingency

planning.

Regardless of your future plans and hopes, this class can benefit you regarding how you think and

act, from an entrepreneurial perspective. The class consists of learning about risk and failure, and

growing from the experience. It is about learning to forge your ideas into workable business

concepts, research them, commit them to paper, and present them in a way to be tested to the

demands of the market. Students must write at a top level, argue the potential of their ideas, and

convince people like bankers, CEO’s, CFO’s, angel investors, and others that their ideas are worth

being born in the marketplace.

INSTRUCTOR AND CONTACT INFORMATION

Professor

Dr. Benson Honig

TA

Galini Gavrilidou

[email protected] [email protected]

Office: DSB 406

Office Hours: by appointment

Tel: (905) 525-9140 x23943

Classes: Monday 6:30-9:30 DSBA102 DeGroote Business School (Main Campus)

COURSE ELEMENTS

Credit Value: 3 Leadership: Yes IT skills: No Global view: Yes

Avenue: No Ethics: Yes Numeracy: No Written skills: Yes

Participation: Yes Innovation: Yes Group work: Yes Oral skills: Yes

Evidence-based: Yes Experiential: No Final Exam: No Guest speaker(s): Yes

mailto:[email protected]


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B733 Fall 2016 www.degroote.mcmaster.ca

COURSE DESCRIPTION

This course examines issues associated with mounting entrepreneurial ventures from a heterogeneous

university base and addresses such concerns as intellectual property, marketing, strategic human

resources, raising capital, and starting and growing a business in that context. The course is open to

students from all faculties as McMaster and provides an opportunity to develop networks for accessing

varied resources for entrepreneurial ventures.

LEARNING OUTCOMES

Upon completion of this course, students will be able to do the following:

Examine the totality of a business proposal for internal or external use, including the concept of

the Contingency Business Plan

Understand the various complexities, challenges and issues related to entrepreneurs/intrapreneurs

and business formation, including environmental characteristics of the entrepreneurial firm.

Develop diagnostic skills and a conceptual framework for new business management problems

through readings, discussions and case analyses

REQUIRED COURSE MATERIALS AND READINGS

In response to student concerns regarding reducing the costs of educational material, I streamlined

required material to consist of one inexpensive but important book (available as an e-book), 8 cases

that are cheaper to buy if you purchase them directly from the internet (rather than the bookstore) and

relevant journal articles also available for free from our library and two chapters plus free simulation.

Information on how to order the cases is presented at the end of this syllabus.

Komisar, R. (2000) The Monk and the Riddle. Boston: Harvard Business School Press.

Kindle Price: $9.99 includes free international wireless delivery via Amazon Whispernet

An addition, each student will obtain two chapters, that entitles them to also participate in a

simulation, costing $29.00 per student. This will be explained in class. This replaces a course reader,

previously costing over $60.00, representing another savings.

The following cases are required (see appendix for obtaining them @ $3.40 per case):

1) The Mark News Ivey 9B10M056

2) SERVY:Scaling a Restaurant-Tech Startup (Customer Acquisition)Use Realtime cases as per

appendix: This case was acquired at no cost to students!

3) Green Hills Hospital: Leading change management Ivey 9B12C037

4) : Future of Big Pharma? Ivey 9B05M047

5) Nanyang Optical: Beyond product design- from idea to launch Ivey AB06004

6) Teva Pharmaceutical Industries HBS9-707-441

7) Luminar: Leveraging big data using corporate entrepreneurship. Ivy: 8B14M063

8) Aravind eye care system: Providing total eye care to the rural population (Ivey 9B11A028)

Required Readings (most available for free from our library):

Alvarez, S and Barney, J.(2007). “Discovery and creation: Alternative theories of entrepreneurial

action”. Strategic Entrepreneurship Journal, vol1 (1):11-26.

https://realtimecases.com/professors/show_case_study?case_id=151&case_show=true&company_id=48&course_id=416&side_bar=courses

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Drori, I and Honig, B (2013) A Process Model of Internal and External Legitimacy. Organization

Studies. 34: 345-376

Drori. Honig, and Ginsberg, 2010. Researching transnational entrepreneurship, in Honig et al (eds)

Transnational and Immigrant Entrepreneurship in a Global World, University of Toronto Press, 1-

30.

Gartner et.al. (1998). Predicting New Venture Survival: An Analysis of “Anatomy of a Start-UP.”

Cases from INC. Magazine, Journal of Business Venturing, vol 14, (2).: 215–232

Honig, B.(2004) Entrepreneurship education: Toward a model of contingency-based business

planning. Academy of Management Learning and Education Vol 3(3):258-273

Honig, B. (2013).Research Scholarship in the field of Entrepreneurship: A critical Review (Available

from Interpretive Simulations)

Honig, B. (2013). Institutionalization in the field of entrepreneurship research (Available

from Interpretive Simulations)

Honig, B; Samuelsson, M. (2012). Planning and the Entrepreneur: A longitudinal Examination of

Nascent Entrepreneurship in Sweden. Journal of Small Business Management 50(3):365-388.

Honig, B. (2001). Learning strategies of entrepreneurs and intrapraneurs, Entrepreneurship Theory

and Practice Vol 26:(1).

Mair, J and Marti, I. (2006). Social entrepreneurship research: A source of explanation, prediction, and

delight. Journal of World Business, Vol 41 (1):36-44.

Macmillan, I. C.; Siegel and Narasimha. (1985). Criteria used by venture capitalists to evaluate new

venture proposals. Journal of Business Venturing, vol 1. 119–128

Sarasvathy, S. (2001). Causation and effectuation: Toward a theoretical shift from economic

inevitability to entrepreneurial contingency. Academy of Management Review, vol 26(2):243-263.

Schumpter, j. (1947). The creative response in economic history. Journal of Economic History, 7, 149-

159.

Spors, K. (2007) Do start-ups really need formal business plans? The Wall Street Journal, Jan 9, 2007.

Sutton, R.I., & Hargadon, A. (1996). Brainstorming groups in context: Effectiveness in a product

design firm. Administrative Science Quarterly, 41, 685-734.

Zacharakis, A and Meyer, G. (1998). A lack of insight: Do venture capitalists really understand their

own decision process? Journal of Business Venturing, Vol 1. 57–76.

Supplemental Readings as follows :

A Sample Business Plan Truckit Now.com (HBS 9-801-151)

Can You Survive an Entrepreneur (HBS 9-484-081)

Managing innovation: controlled chaos, Quinn (HBR May-June 85)

How can big companies keep the entrepreneurial spirit alive? DeSimone (HBR Nov-Dec 95)

How to write a winning business plan, Rich and Gumpert (HBR May-June 85)

Bowen; Hisrich. 1986. The Female Entrepreneur: A Career Development Perspective, Vol 11,

Academy of Management Review.

Davidson and Honig. 2003. The role of social and human capital among nascent

entrepreneurs, Journal of Business Venturing 18(3): 301-331

Honig, B. 1998. What determines success? Examining the human, financial, and social capital of

Jamaican microentrepreneurs. Journal of Business Venturing, 13(5): 371-394

Honig, B. 2001. Human capital and structural upheaval: A study of manufacturing firms in the West

Bank. Journal of Business Venturing 16(6):575-594.

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Honig, B; Karlsson, T. 2003. Institutional forces and the written business plan. Journal of

Management.

Honig, B;Katongole, C;Perry, M. (2014) Entrepreneurial Promotion and Sustainability: The

Community as a Unit of Analysis in David Zoogah (eds) Advancing Research Methodology in the

African Context: Techniques, Methods, and Designs (Volume 10 of Research Methodology in

Strategy and Management Series).Emerald Publishers 167-188

Shane, S., Venkataraman, S., 2000. The promise of entrepreneurship as a field of research. Academy

of Management Review 25(1):217-226.

Zahara. 1999 .The changing rules of global competitiveness in the 21st century, vol 13 (1)Academy of

Management Executive.

EVALUATION

Components and Weights

Class participation

(you need to show up every week and participate in class discussions!)

(individual assignment)

20

Self Assessment paper (final) of team based activity from first 3 weeks (individual

assignment) 5

Personal evaluation of simulation exercise (individual assignment) after last simulation and

announcement of winning teams 5

Entrepreneur interview (individual assignment)

10

Team grade: Based on 8 team case essays & 1 article presentation (group) 25

Team simulation and trial activity (extra points for winning team) (group)

10

Team** written project and presented project (includes Team presentations) (group) 25

TOTAL 100%

Grade Conversion

At the end of the course your overall percentage grade will be converted to your letter grade in accordance

with the following conversion scheme.

LETTER GRADE PERCENT

A+ 90 - 100 A 85 - 89 A- 80 - 84 B+ 75 - 79 B 70 - 74 B- 65 - 69 F 00 - 64

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Communication and Feedback

Students that are uncomfortable in directly approaching an instructor regarding a course concern may

send a confidential and anonymous email to the respective Area Chair or Associate Dean:

http://www.degroote.mcmaster.ca/curr/emailchairs.aspx

Students who wish to correspond with instructors or TAs directly via email must send messages that

originate from their official McMaster University email account. This protects the confidentiality and

sensitivity of information as well as confirms the identity of the student. Emails regarding course issues

should NOT be sent to the Administrative Assistant.

Instructors should conduct an informal course review with students by Week #4 to allow time for

modifications in curriculum delivery. Instructors should provide evaluation feedback for at least 10% of

the final grade to students prior to Week #8 in the term.

Students who wish to have a course component re-evaluated must complete the following form:

http://www.mcmaster.ca/policy/Students-AcademicStudies/Form_A.pdf

In order for the component to be re-read:

the component must be worth 10% or more of the final grade in the course

students pay a fee of $50 in Gilmour Hall #209 (receipt is then brought to APO)

the Area Chair will seek out an independent adjudicator to re-grade the component

an adjustment to the grade for the component will be made if a grade change of three points or greater

on the 12 point scale (equivalent to 10 marks out of 100) has been suggested by the adjudicator as

assigned by the Area Chair

if a grade change is made, the student fee will be refunded

Team Assignments The purpose of the team assignment is to familiarize students with important knowledge regarding how

complementary experiences enhance entrepreneurial ventures, providing expanded networks, ideas, and

capabilities. Students will form teams of 2-3 and each team will email Dr. Honig ([email protected])

providing a list of team member names (first and last), the idea or concept they propose to study. The

email will be copied to all team members so that all have a record of each other’s email addresses. No

restaurants, bands, clubs, or basic and well known service ideas will be permitted. Students will need to

develop a unique or creative concept, product, service, or niche that can be assessed through appropriate

research during the course.

Team assignments (per team of two- three students) Case Write-ups: There are 8 case studies. Each group will prepare a 1-2 page case summary, double

spaced, 12 point type. The case should be analyzed from the viewpoint of the questions asked

either in the text or assigned in class. Any material specifically used in the write up from

additional readings should be properly cited. Every group will hand in a write-up on each of the

cases.

Simulation: Students will compete in a simulation that will take place over 8 weeks during the

course. There will be a 10% grade associated with performance in the simulation

Team Project is due on the last class when each group will present their concept/analysis.

The Team Project and Presentation will consist of one of the following options:

Option # 1: Form a team (max. 3) to systematically analyze and assist an intrapraneurial venture for

an existing firm. You will meet with the relevant parties, examine internal (and perhaps proprietary)

documentation, perform a business analysis, and write a complete business consulting report for that

http://www.degroote.mcmaster.ca/curr/emailchairs.aspx

http://www.mcmaster.ca/policy/Students-AcademicStudies/Form_A.pdf


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venture. The report should be approximately 20 pages long (+ appendices), and you must present your

findings during the final 15 min. presentation forum.

Option # 2: You may be seriously considering starting a firm. Most students will NOT be in this

situation. If you are, you will need to build a team, and advance your idea in practical terms. Please

plan on meeting me to confirm the acceptance of your business idea for this course. A written

component of between 10 – 20 pages, total, consisting of ONLY the executive summary and company

overview, ONE selected section of your choice from a typical business plan (from the list following

this summary: any of numbers 3-8) and a summary or conclusions section. In general, I will be

interested in learning what you DID regarding advancing your business – writing a nice plan is more or

less irrelevant. You will need to demonstrate considerable research in this option.

The project will provide student groups of a maximum of three persons a chance to put into practice

what they have learned in other courses including market research and investigation of marketing

channels, developing short and long term strategy and managing the financial aspects of a start-up

venture. Groups will also provide a 10-15 minute presentation during our last class.

For those choosing option #2, you will need to do #’s 1 and/or 2, 9, and one other selection of your

choice from the following list:

1. Executive Summary

2. Company Overview

3. The Proposed Products or Services

4. Markets and Marketing Strategy

4.1 Market Description and Market Need

4.2 Competitive Analysis (including entry barriers and competitive advantage)

4.3 Marketing Strategy and Sales Forecast

4.4 Environmental Analysis

5. Operations (including scheduling and milestones)

6. Organization, Management and Manpower

7. Financial Projection

7.1 Proforma Income Statement (Profit and Loss) Projection

7.2 Proforma Balance Sheet

7.3 Cash Flow Analysis

7.4 Break Even and Sensitivity Analysis

8. Risks and Uncertainty Factors

9. Summary and Conclusions

Students will organize teams of 2-3 members on the first day of class to assure that all the teams have

ample time to accomplish the research needed to conclude on their findings for the project.

Individual assignments:

Each student will interview an Entrepreneur of choice (1-2 pages, double spaced, 12 point type).

Please address both personal and business aspects in your interview. (Additional instructions will

be provided during the first class). Each student will also complete an evaluation of their team

activity from the first 3 weeks of class. Finally, each student will complete

On an individual basis, each participant in the course will also develop and prepare a self assessment

paper on their own strengths, abilities and shortcomings as a potential entrepreneur. You

should also include a reflection of the value of the simulation exercise to your self-learning.

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This assignment is due on the last class. From a personal viewpoint, this assignment may be the

single most important one for you in this class. View it as such, and put your heart and soul into

it. (3 pages maximum, double spaced, 12 point type).

Assignments All assignments must be printed on paper, and handed in on each due date.

MISSED WORK

Late assignments will not be accepted. No extensions are available except under extraordinary

circumstances. Please discuss any extenuating situation with your instructor at the earliest possible

opportunity.

Students are expected to come to class thoroughly prepared as indicated in the course schedule. If, for

some reason, this is impossible, please contact the instructor. 100% attendance is expected.

ACADEMIC DISHONESTY

It is the student’s responsibility to understand what constitutes academic dishonesty. Please refer to the

University Senate Academic Integrity Policy at the following URL:

http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicIntegrity.pdf

This policy describes the responsibilities, procedures, and guidelines for students and faculty should a

case of academic dishonesty arise. Academic dishonesty is defined as to knowingly act or fail to act in a

way that results or could result in unearned academic credit or advantage. Please refer to the policy for a

list of examples. The policy also provides faculty with procedures to follow in cases of academic

dishonesty as well as general guidelines for penalties. For further information related to the policy, please

refer to the Office of Academic Integrity at:

http://www.mcmaster.ca/academicintegrity

REQUESTING RELIEF FOR MISSED ACADEMIC WORK

Students may request relief from a regularly scheduled midterm, test, assignment or other course

component in the following ways:

a) for absences from classes lasting up to three (3) days;

b) for absences from classes lasting more than three (3) days; or

c) for conflicts arising from Student Experience - Academic Office approved events

a) for absences from classes lasting up to three (3) days:

Students must use the MSAF (McMaster Student Absence Form). This is an on-line, self-reporting

tool, for which submission of medical or other types of supporting documentation is normally not

required. Students may use this tool to submit a maximum of one (1) request for relief of missed

academic work per term as long as the weighting of the component is worth less than 25% of the

course weight. Students must follow up with their course instructors regarding the nature of the relief

within two days of submitting the form. Failure to do so may negate the opportunity for relief. It is the

http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicIntegrity.pdf

http://www.mcmaster.ca/academicintegrity

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prerogative of the instructor of the course to determine the appropriate relief for missed term work in

his/her course. Details are described below.

If the value of the component is worth 25% or more, students must report to their Faculty Office (the

Student Experience – Academic Office for Commerce students) to discuss their situation and will be

required to provide appropriate supporting documentation.

Please visit the following page for more information about MSAF:

http://academiccalendars.romcmaster.ca/content.php?catoid=18&navoid=3204#Requests_for_Relief_f

or_Missed_Academic_Term_Work

b) for absences from classes lasting more than three (3) days:

Students cannot use the MSAF. They MUST report to their Faculty Office (the Student Experience –

Academic Office for Commerce students) to discuss their situation and will be required to provide

appropriate supporting documentation.

Students who wish to submit more than one request for relief of missed academic work per term cannot

use the MSAF. They must report to the Student Experience – Academic Office and discuss their

situation with an academic advisor. They will be required to provide supporting documentation and

possibly meet with the Manager.

c) for conflicts arising from Student Experience - Academic Office approved events:

Students unable to write a mid-term at the posted exam time due to the following reasons: religious;

work-related (for part-time students only); representing university at an academic or varsity athletic

event; conflicts between two overlapping scheduled mid-term exams; or other extenuating

circumstances, have the option of applying for special exam arrangements. Please see the DeGroote

Missed Course Work Policy for a list of conflicts that qualify for academic accommodation:

http://ug.degroote.mcmaster.ca/forms-and-resources/missed-course-work-policy/

Such requests must be made to the Student Experience – Academic Office at least ten (10) working

days before the scheduled exam along with acceptable documentation. Non-Commerce students must

submit their documentation to their own Faculty Office and then alert the Student Experience –

Academic Office of their interest in an alternate sitting of the midterm.

Adjudication of all requests must be handled by the Student Experience – Academic Office.

Instructors cannot allow students to unofficially write make-up exams/tests.

The MSAF cannot be used during any final examination period.

If a mid-term exam is missed without a valid reason, students will receive a grade of zero (0) for that

component.

http://academiccalendars.romcmaster.ca/content.php?catoid=18&navoid=3204#Requests_for_Relief_for_Missed_Academic_Term_Work

http://academiccalendars.romcmaster.ca/content.php?catoid=18&navoid=3204#Requests_for_Relief_for_Missed_Academic_Term_Work

http://ug.degroote.mcmaster.ca/forms-and-resources/missed-course-work-policy/

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STUDENT ACCESSIBILITY SERVICES

Student Accessibility Services (SAS) offers various support services for students with disabilities.

Students are required to inform SAS of accommodation needs for course work at the outset of term.

Students who require academic accommodation must contact Student Accessibility Services (SAS) to

make arrangements with a Program Coordinator. Academic accommodations must be arranged for each

term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-

mail [email protected].

For further information, consult McMaster University’s Policy for Academic Accommodation of Students

with Disabilities:

http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicAccommodation-

StudentsWithDisabilities.pdf

POTENTIAL MODIFICATIONS TO THE COURSE

The instructor and university reserve the right to modify elements of the course during the term. The

university may change the dates and deadlines for any or all courses in extreme circumstances. If either

type of modification becomes necessary, reasonable notice and communication with the students will be

given with explanation and the opportunity to comment on changes. It is the responsibility of the student

to check their McMaster email and course websites weekly during the term and to note any changes.


http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicAccommodation-StudentsWithDisabilities.pdf

http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicAccommodation-StudentsWithDisabilities.pdf

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COURSE SCHEDULE

Date Title Reading Resources

WEEK 1

Sept 12 Introduction to the

Course

Decide on Teams for Team Project and Presentation

Teams should try to ensure heterogeneity for maximum

quality.

WEEK 2

Sept. 19

Practical Team Based

Two Week Activity

Begins

.Required Reading for this Session:

Kelly K. Spors, Interview. Jan. 9, 2007. Do Start-Ups

Really Need Formal Business Plans? The Wall

Street Journal

Honig, B. 2004. Entrepreneurship Education: Toward a

Model of Contingency-Based Business Planning.

Academy of Management Learning and

Education 3(3) 258-273.

Sarasvathy, S. D. 2001. Causation and effectuation:

Toward a theoretical shift from economic

inevitability to entrepreneurial contingency.

Academy of Management Review. Vol. 26 (2), p.

243-263

WEEK3

Sept. 26 Contingency Business

Planning for new

ventures

Discussion of Case#1 The Mark News (turn in case write-

up today) Ivey 9B10M056 1) What is the Schumpeterian notion of entrepreneurship?)

2.Discuss the economics of the legacy newspaper industry

a) What are the challenges it faces?

b) What is the threat from entrepreneurial entrants like The Mark?

c) Given the challenges, do legacy newspapers have a future? If not,

should we be concerned?

3. What are the strengths and weaknesses of The Mark, and what can

Anders do to grow revenue?

Required reading:

Schumpter, j. (1947). The creative response in economic

history. Journal of Economic History, 7, 149-159.

Supplemental reading

Shane, S., Venkataraman, S., 2000. The promise of

entrepreneurship as a field of research. Academy of

Management Review 25(1):217-226

Two Week Practical Team project continues

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WEEK 4

Oct. 3

Orientation to

Simulation

Simulation Begins

Orientation to Simulation

Interpretive Simulations. Break-out into groups, each

group will need a computer or laptop and a break-out

room. There will be no formal class session on this date.

Students will meet in groups of four and participate in a

simulation activity.

This Simulation will run for eight weeks. Details in class.

Hand in one page individual assessment of team activity

Week 4

Oct. 7 Theories of

Entrepreneurship &

Obtaining seed capital

and entering new

markets

Discussion of Simulation

Case # 2 SERVY:Scaling a Restaurant-Tech Startup

(Customer Acquisition)

Use Realtime cases as per appendix

Please write Robert a very detailed email about what you're

preparing to discuss with him including an agenda and key

points.

Items to address in your email:

(1) Is Robert's plan feasible? If not, what do you think is more

reasonable?

(2) What are some key resources Robert needs in order to

achieve the goal?

(3) Why is it challenging to build two user bases at once? How

is this unique in Robert's industry (hospitality software)?

(4) What is your overall strategy? How would you roll it out

over the course of the next few months?

(5) How do you plan to evaluate the effectiveness of the

strategy along the way?

Required reading:

Alvarez, S and Barney, J.(2007). “Discovery and creation:

Alternative theories of entrepreneurial action”. Strategic

Entrepreneurship Journal, vol1 (1):11-26.

Supplemental reading

Shane, S., Venkataraman, S., 2000. The promise of

entrepreneurship as a field of research. Academy of

Management Review 25(1):217-226.

WEEK 5

Oct.13 class

moved to

Thurs due to

Thanksgiving!

What are you doing with

your career? What do you

want to accomplish?

Discussion, Simulation

Discussion of Case #3: Green Hills Hospital: Leading

change management Ivey 9B12C037

1) The Lees had two very different experiences at GHH within 4



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months. What might have taken place within that time frame that

lead to a deterioration in the value proposion?

2) Organizational performance can be measured by financial and

non-financial metrics. All value propositions have visible and

invisible indicators that can be observed by customers. What are the

seven types of visible waste at the GHH post-intervention?

3) What are the root causes of the seven types of visible waste post –

intervention?

4)Has the GHH lean management been successful?

Required Reading for this Session:

The Monk and the Riddle (pg. 1-95)

WEEK 6

Oct. 17 The organizational plan

and International

Entrepreneurship

Discussion, Simulation

Discussion, Entrepreneur Interviews

Discussion of Case#4 : Future of Big Pharma? Ivey

9B05M047

Questions for Big Pharma:

1.In view of the fact that the US, Europe and Japan form the bulk of customers for Pharmaceutical companies, how would you develop a global marketing strategy? 2. How would you develop a global plan for a pharmaceutical or biotech company’s R&D? What factors would influence your choice of countries and your choice of diseases to target? To what degree and in what countries should a pharmaceutical company invest in biotechnology as the basis for the development of future drugs? 3. What are the implications of governments throughout the world being involved in the setting of prices? Will it be possible to prevent parallel trading of your products, as people buy your product in low-price countries and ship it to high-price countries? 4) How should you incorporate less-developed countries in your strategy?


The Monk and the Riddle (pg. 95-end)

Gartner et.al. 1998. Predicting New Venture Survival: An

Analysis of “Anatomy of a Start-UP.” Cases from INC.

Magazine, vol 14,Journal of Business Venturing,

Entrepreneur Interviews must be handed in today

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WEEK 7

Oct. 24 Venture Capital

and the Market

Environment

Discussion of Simulaltion

Discussion of Case #5 (Turn in case write-up today) : Nanyang

Optical: Beyond product design- from idea to launch Publication #

(ABCC-2006-004) Questions for Nanyang:

1. Analyze the traits that drive Yang, as an entrepreneur and designer

2. Evaluate Eye-Biz’s progress through the produce development stage

3. Assess Eye-Biz’s potential in the remaining stages, specifically manufacturing and launch

4. Evaluate Yang’s approach to product design based on the principles of value innovation.


Criteria used by Venture Capitalists to Evaluate New Venture

Proposals Macmillan et. al. Journal of Business Venturing

Zacharakis, A and Meyer, G. (1998). A lack of insight: Do venture

capitalists really understand their own decision process? Journal of

Business Venturing, Vol 1. 57–76.

Supplementary Reading:

Zahara. 1999 .The changing rules of global competitiveness in the

21st century, vol 13 (1)Academy of Management Executive.

WEEK 8

Oct 31 The marketing plan

Discussion of Case #6: Teva Pharmaceutical Industries HBS9-

707-441 (turn in case write-up today)

1) How did Teva succeed in Israel? Why did such a company

emerge in Israel? How did Teva set itself apart from its

competitors in Israel?

2) As CEO of Teva, which markets would you concentrate on

developing going forward?

3) As an executive in ‘big pharma’, what approach would you

take to deal with Teva?

4) Where is Teva vulnerable going forward?

Discussion of Simulation


Drori. Honig, and Ginsberg, 2010. Researching transnational

entrepreneurship, In Honig et al (eds) Transnational and Immigrant

Entrepreneurship in a Global World, 1-30.

Knight, G. (2000). Entrepreneurship and marketing strategy: the

SME under globalization. Journal of International Marketing, 12-

32.

Lee, J. S., & Hsieh, C. J. (2010). A research in relating

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entrepreneurship, marketing capability, innovative capability and

sustained competitive advantage. Journal of Business & Economics

Research (JBER), 8(9).

WEEK 9

Nov. 7 Innovation B

Elly Zeng

Innovation B

Discussion of Simulation and of innovation and creativity

Required Reading

Sutton, R.I., & Hargadon, A. (1996). Brainstorming groups in context:

Effectiveness in a product design firm. Administrative Science

Quarterly, 41, 685-734.

Drori, I and Honig, B (2013) A Process Model of Internal and

External Legitimacy. Organization Studies. 34: 345-376

Film on Innovation

WEEK10

Nov. 14 Legal Issues

And

Intrapreneurship

Simulation evaluations to be handed in today.

Discuss simulation interpretive simulations

Discussion of Case #7 (Turn in Case write-up today)

Luminar: Leveraging big data using corporate

entrepreneurship Questions for Luminar case:

1. What is the promise of big data, and how does luminar

plan to exploit it in order to create value?

2. Can Luminar grow and sustain SCA?

3. Should luminar be exploited as a stand along enterprise or

as a corporate venture within Entravison? As a CV, how

much autonomy should it have within Entravision, and how

can Rios secure internal buy in?

Required Reading

Honig, B. 2001. Learning strategies of entrepreneurs and

intrapraneurs, Entrepreneurship Theory and Practice vol

26:(1).

WEEK 11

Nov. 21 Ethical and Social

Responsibility

Discussion of Case #8: Aravind eye care system: Providing total eye

care to the rural population. (Ivey 9B11A028). Questions for

Aravind:

1. What should the objectives for Aravind Eye Care Stystem, and what implications do these objectives have for rural markets? (As Aravind is the largest provider of eye care services in Tamil Nadue, the gap in the performance of cataract surgery between Tamil Nadu state and the stae of Gujarat may be used as an indicator of possible improvement performance for Aravind).

2. Examine the reasons for the poor acceptance of eye care services by rural consumers. This answer may require examining rural consumers’ requirements and comparing

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them with Aravind’s service offering. 3. Evaluate the options available to improve consumer

acceptance, taking into consideration the poor acceptance identified above.

4. Recommend methods to improve the acceptance of eye care services among rural consumers.

Required Reading

Mair, J and Marti, I. (2006). Social entrepreneurship research: A

source of explanation, prediction, and delight. Journal of World

Business, Vol 41 (1):36-44.

WEEK 12

Nov. 28 Final Presentation

Preparation

This day is designed for teams to finalize their preparations for the

final project due the following week. There will not be a

formal class meeting, rather, you will be encouraged to

use the classroom to practice your presentation, or for

other team activities (developing final write-up).

I will be available all day to meet with each team group as

necessary for individual team consultations.

Week 13

Dec. 5 Final Presentations Class presentations: 15 min each group.

Required for all students – this class will be where you

“vote” or evaluate all team projects. Each group will submit

a group evaluation form for each presentation.

All hard copies of presentations are due today.

Self Assessment also must be handed in today

Step-by-Step Instructions for Students to receive video case #2 due Oct. 3:

Create an RTC Account and Register for a Course

1

Instructor: Benson Honig

Course Title: Business 733E: Multi-Disciplinary Entrepreneurship

Course ID: 3RW1Q1QRFV

Step-by-Step Instructions for Students:

Create an RTC Account & Register for a Course

Before you can access the case material, you will need to create a login for the Real Time

Platform. You only need to do this once, so if you’ve used the platform before, you should

already have an account. If you are not sure, you can try logging onto the platform or

resetting your password (http://bit.ly/rtcresetpass).

Create a New Student Account

1. To create a new student account, go to: http://bit.ly/rtcstudent. You can also register by

clicking Register, then Student at http://www.realtimecases.com.

2. Fill out the information and click Register.

3. A confirmation email will be sent to the address you used to register. Once you confirm

your email, you will receive an email with directions on how to complete the registration

process.

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Confirmation Email Message



2

4. Once you’ve completed your registration, you will be logged in automatically.

5. To access your account in the future, all you need to do is click LOG IN to enter the

platform.

6. The first time you log onto the platform, there will be series of prompts to help you get

started. Use the Next button to continue the orientation or Skip if you are ready to

proceed.

Successful Registration Email



Registering for a Course

Your instructor should have provided you with a 10-Digit Course ID. This is required to view the

case material on the Real Time Platform. Refer to the information your instructor provided or

contact them for this information. [3RW1Q1QRFV]

1. Log on to the Real Time platform with your username and password.

a. Go to: http://www.realtimecases.com and click Log In in the upper left menu.

b. Type in your username and password.

2. From Home, click Register New Course on the top right corner.

3. Copy & Paste/Type your 10-Digit Course ID.

4. Review the course information carefully to verify you are enrolling in the correct course.

5. Purchase/Subscribe to your materials.

6. Now you are ready to use Real Time Cases!

Course ID:

3RW1Q1QRFV

If you have any questions or need assistance, do not hesitate to contact our support team:

• Email: [email protected]

• Phone: (703) 672-3944

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