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Course Policy/Syllabus BUS 330 Entrepreneurial Marketing of 22

Welcome Tars to Entrepreneurial Marketing (EM) Fall Term, 2015 Rollins College BUS 330

EM Faculty Facilitator/Lead Coach: Dr. Denise Parris [email protected], 170 W. Fairbanks Room 264, 407-646-2615 Entrepreneur in Residence/Assistant Coach: Ron Ben-Zeev [email protected] Team Member/Owner of Your Entrepreneurial Journey: YOU

EM begins with you: who are you, what you know, and whom you know. The answers to these questions are the means an entrepreneur and marketer uses to identify/create

new market opportunities.

What is the course description? BUS 330 Entrepreneurial Marketing is a four-credit course that examines the marketing entrepreneurship interface including opportunity recognition, taking and managing risks, innovation and value co-creation aimed at solving problems, whether for the customers in the marketplace or for people confronting complexities of social issues. Key concepts of situational-market analysis, segmentation, new product-solution development, pricing and channels of distribution and convention/digital communication strategies are integrated. Focuses on development of self, reflective practice, and skills for True Teamwork. Prerequisite: BUS 101 (BUS 130 & 132)

Section 1: Tuesday and Thursday 9: 30 am to 10:45 am at Hauck Hall 112 Section 2: Tuesday and Thursday 11:00 pm to 12: 15 pm at Hauck Hall 112 Section 3 (H1): Thursday 4:00 pm to 6:45 pm at 170 W Fairbanks 116

When are office hours? Tuesdays & Thursdays 8:30 to 9:30am, and Thursday 3:30 to 4 & 6:45 to 7:15 pm.

By appointment in order to ensure we both have blocked the time

o To confirm meeting I will send a meeting invite, you must accept to confirm the meeting.

o A best practice is to bring an agenda for the meeting.

You are always welcomed to ask questions. I am here to help! You just have to ask! Or just drop by!

I am looking forward to getting to know you, and helping you succeed!

What is the best way to communicate outside of class time? Email: I check my e-mail periodically

throughout the day between the hours of 9:00 AM and 4:00 PM Monday through Friday, unless I am out of

town on professional business. I will respond to your e-mail as soon as possible (i.e., same day), but in some

circumstances it may take me 24 hours to respond. Communication with me, your peers, and guest lectures

are expected to meet the Entrepreneurial Expectations of the course (See Page 11-14).

Welcome aboard! Below are answers to common questions.

mailto:[email protected]



Who should take this course?

You should, if you expect to:

1) start a business;

2) help an established company to create or identify a new market opportunity;

3) take a sales or marketing job in an entrepreneurial company of any size;

4) create change in your own life, as well as, others’ lives, society, or the environment; or,

5) discover, identify, or create solutions.

This course will be also useful if you expect to work with entrepreneurs. For example, it will be useful to

someone working for a strategy consulting firm, systems integrator, or investment bank that wants to market its

services to startups or global high tech businesses around the world.

As most entrepreneurial companies do not enjoy the following luxuries. This course is not for you if:

1) You like stability and predictability.

2) You cannot work in teams.

3) You do not like ambiguous answers.

4) You are afraid of speaking to a large group or strangers.

5) Your skin crawls at the thought of selling - a skill that you will need in any entrepreneurial marketing role.

Just because you do not like something or it makes you feel uncomfortable does not mean you cannot excel in

this class. It simply means it will be a challenge, and a journey that will help you develop your weaknesses into

strengths, and refine your capabilities to be innovative responsible entrepreneurs.

We are the only AACSB accredited business program with EM as the core marketing course across two

majors: Social Entrepreneurship & Business, and Business (with a management concentration).

BUS 330 was recognized as a leading example of innovative course design at the 28th Global Research

Symposium on Marketing and Entrepreneurship in Chicago, IL (August, 2015).

What are the course prerequisites?

Only prerequisite for the course is BUS 101 Business Innovation & Entrepreneurial Thinking. However, we

expect that students have an understanding of basic economics and accounting found in the two courses

below, or their equivalent:

BUS 215 Micro & Macro Economics BUS 230 Financial & Managerial Accounting Students who have not had accounting and basic economics are expected to gain a basic understanding of

those subjects via individual study if they opt to take the course without having had the prerequisites.


What is EM, and how is it different from conventional marketing?

“In the last decade, in the development of effectuation theory, Sarasvathy (2001: 245) has offered important

understanding of how EM differs from mainstream marketing. Effectuation processes, as implemented by entrepreneurs,

may help to explain the uniqueness of EM as compared to traditional mainstream marketing. She contrasts effectuation

processes to causation processes:

Causation processes take a particular effect as a given and focus on selecting between means to create the effect.

Effectuation processes take a set of means as given and focus on selecting between possible effects that can be

created with that set of means.

Sarasvathy (2001) cites Kotler’s classic textbook, Marketing Management, as an example of causation processes, where

the market is assumed to exist, classic market research methods are engaged, and marketing strategies and programs

are developed with attention to segmentation, targeting and positioning. Sarasvathy (2001: 245) contrasts this approach

to the use of effectuation processes to start a new restaurant:

… (the entrepreneur) would have to proceed in the opposite direction […] instead of starting with the assumption of an

existing market and investing money and other resources to design the best possible restaurant for the given market, she

would begin by examining the particular set of means or causes available to her. With limited resources of only $20,000,

she thinks creatively about convincing an established restaurateur to become a strategic partner or using other

approaches that allow the entrepreneur to create one of several possible effects irrespective of the generalized end goal

with which she started.

Effectuation processes allow a decision maker to change his or her goals and even to shape and construct them over

time, making use of contingencies as they arise. The logic of effectuation processes is: to the extent that we can control

the future, we do not need to predict it. The traditional logic of causation processes is: to the extent that we can predict the

future, we can control it. The set of means encompasses who I am, what I know and whom I know. EM, including

generating novel and useful ideas for business ventures, is a creative process” (Hills and Hultman, 2011).

To review (from your experiences in BUS 101) or learn more about the theory of effectuation explore

www.effecution.org, and read the five principles and the effectual cycle. Below is the effectual cycle:

If EM is to effectuate, then one of the most valuable tools we can provide entrepreneurs and future

entrepreneurs is the ability to take inventory, and grow their means. This course is designed to help you

develop your means—your personal brand—as a foundational core to innovation and new product

development, an integral part of EM (Parris and McInnis-Bowers, working paper).

http://www.effecution.org/

http://www.effectuation.org/sites/default/files/documents/effectuation-3-pager.pdf


Conventional Marketing EM

Marketing Concept

Customer-oriented: Market-driven, product development follows; an essentially reactive stance with respect to the external environment.

Innovation oriented: Idea-driven, intuitive assessment of market needs; the firm attempts to influence or redefine aspects of the external environment.

Logic Causation processes take a particular effect as a given and focus on selecting between means to create the effect.

Effectuation processes take a set of means as given and focus on selecting between possible effects that can be created with that set of means.

Market Approach

Reactive and adaptive approach to current market situations with incremental innovation; marketing strives to follow customers.

Proactive approach, leading the customer with dynamic innovation.

Context Established, relatively stable markets. Envisioned, emerging and fragmented markets with high levels of turbulence and creating new markets.

Focus Point Efficient management of the marketing mix.

New value creation for the customer through relationships, alliances, resource management approaches, and the marketing mix.

Risk Perspective Risk minimization in marketing actions. Marketing as vehicle for calculated risk-taking; emphasis on findings ways to mitigate, stage or share risks.

New Product/Service Development

Marketing supports new product/service development activities of Research & Development and other functional areas of the firm.

Marketing is the home of the entrepreneurial process in the organization and innovation; customer is an active co-producer.

Marketing Overview

Marketing as a functional silo; marketing facilitates transactions and market control.

Marketing as a cross-disciplinary and inter-functional pursuit; marketing facilitates speed, change, adaptability, agility.

Marketer’s Role Coordinator of marketing mix; builder of the brand; promotion and customer communication receive the greatest amount of attention from marketers.

Internal and external change agent.

Customer’s Role External source of intelligence and feedback.

Active participant in firm’s marketing decision process, defining product, price, distribution, and communications.

Resource Management

Efficient use of existing resources, scarcity mentality; zero-sum game perspective on resources.

Leveraging, creative use of the resources of others; doing more with less; actions are not constrained by resources currently controlled.

Customer Needs Articulated, assumed, expressed by customers through survey research.

Unarticulated, discovered, identified through lead users.

Market Intelligence

Heavy dependency on survey research; Formalized research and intelligence systems.

Skeptical use of conventional market research; employment of alternative methods; informal networking and information gathering.

Strategy Top-down segmentation, targeting, and positioning.

Bottom-up targeting of customers and other influence group.

Methods The marketing mix; Four/Seven P's. Interactive marketing methods; Word-of-mouth marketing.

Branding Starts with the corporate brand, and then the product brand. Focus on brand building and brand management.

Starts with the personal brand of the founding team, and the identify formation through experimentation and co-creation.

Resource: Hills & Hultman, 2011; Kurgun et al., 2011; Morris et al., 2004; Morris et al., 2002; Parris & McInnis-Bowers, working paper; Sarasvathy, 2001; Stokes, 2000


What are the course objectives?

To cultivate the foundational skills needed to do marketing tasks in entrepreneurial company. Every

leader needs to market in an entrepreneurial company.

To sharpen those skills by relentless practice – applying them to a series of in-class and out-of-class

experiences and activities, as well as, exploring cases about how companies and founders facing

situations have failed, pivoted, and succeeded.

To expose you to cutting-edge tools and concepts that have been developed by academics and

practitioners and tested on the firing line.

To demonstrate the usefulness of those tools by applying them to your own entrepreneurial journey

from the process of ideation, opportunity recognition, customer validation, to ready-to-launch, as well

as, exploring the tools by examining other entrepreneurial marketing companies and startups.

To reinforce the principles that are essential to be creative, self-disciplined entrepreneur/intra-

entrepreneur to be a value adding team member and leader in an entrepreneurial company.

To hone oral and written communication skills necessary for effective and responsible leadership.

Why should I care about this course?

In entrepreneurial companies, marketing and leadership skills are critical to the success of the enterprise.

Why is marketing critical? Marketing (not to be confused with selling) helps you to find the “hole in the

marketplace,” the unarticulated needs that can be satisfied by creativity and innovation. So marketing unlocks

the secret doors to future growth. If you want to work in a growing business, you need to know how to market,

or you will always be a slave to someone who does.

Why is leadership critical to marketing activities? Leadership (not to be confused with managing or

supervising) is a craft that few have the patience to master. But for those who choose to practice with self-

discipline, humility, curiosity, and a sense of humor, it is a set of principles and learnable skills that can be

honed and tuned for a lifetime. A leader creates an environment in which others can rise to their full potential,

teams can achieve breakthrough performance, and organizations can renew themselves.

There is a wide range of people with a variety of technical and non-technical backgrounds, in hundreds of high-

tech companies who do not have the words “marketer” or “leader” in their job titles. However, most of them

perform both activities. They meet with customers, learn about their businesses, and show how the

product/service can be applied to improve performance. They think strategically about how competition might

react, and balance their vision of future possibilities with tough-minded disciplines of economic analysis and

reality testing. They empower others to achieve audacious goals. Chances are, no matter what your job title,

you will be called upon to market and lead. This course will help you to do those tasks well.


What is the course structure?

Marketing is a contact sport – We learn by doing. To be entrepreneurial is characterized by a willingness to

take action and undertake new ideas, which requires get-up-and-go, creativity, initiative, and the ability and

skill sets to go for it. The course is designed around taking action— learning through reflection and doing (i.e.,

experiential learning). In order to gain knowledge from the experience you must: actively be involved in the

experience; reflect on the experience; conceptualize the experience; and, apply the new knowledge gained

from the experience (Kolb, 1984; Moon, 2013). This learning process aligns with the entrepreneurial advice of

‘fail fast, early, and often’, and ‘leverage it’ (Gartner & Ingram, 2013; Olaison & Sørensen, 2014).

We focus on the key EM concepts and methods and their real world application by entrepreneurs. EM is to

effectuate: a process emphasizing empathy, opportunity creation and identification, storytelling, iterative

thinking, principles of affordable lost, adjustment for emerging opportunities, and cooperation with first

customers. It turns traditional marketing on its head. We have integrated materials across several texts and

adapted materials from the lean start-up methodology developed by Eric Ries, customer discovery process

developed by Steve Blank, human centered designed thinking developed by IDEO, and theory of effectuation.

In addition, to the art of listening and qualitative inquiry, personal branding, and in-class pitch competitions.

We take action and learn from using a variety of approaches: in-class exercises, cases, class discussions,

presentations, guest speakers, improv, research, lectures, and tests. This course is heavily participative in

nature both in-class, as well as, out of class. Several weeks of the class are designed for you to “get out of the

building” to identify, discover, and co-create new innovative ideas/products/services with your ‘first customers”.

We lead you through the process of ideation, opportunity recognition, customer validation, to ready-to-launch.

A roadmap of your entrepreneurial marketing journey is below.

Parris ©

EM starts with YOU

Explore, Define, Develop Your Means through Reflection-In-Action

Apply the Theory of

Effectuation

I am ...I can do...I know ...

Begin Your Search for a New Business Model that Meets Customers' Needs or

Wants

Explore Your Means Ideation: Imagine Possibilities

Product 1 Process AProduct 2 Process BProduct 3 Process CService 1 MVP 1Service 2 MVP 2Service 3 MVP 3

Opportunity Recognition and

AssessmentScreen, Test, and

Develop Ideas Using the Customer Discovery

Process

Form a Product Development

Team

Conduct Customer-drivenFeasibility Analysis

Part 1: Secondary DataExamine the Industry and

Market Attractiveness

Part 2: Primary Data Validate the Opportunity from the "Voice of the Consumer"

Part 3: Create an EM Marketing Plan

Pitch ContestReady-to-Launch

Pitch Your "Best"

Innovation

Observe, Interact,

Be Aware of the Business Environment

Be Alert & Practice Empathy

http://theleanstartup.com/principles

http://steveblank.com/

http://steveblank.com/

http://www.ideo.com/images/uploads/hcd_toolkit/IDEO_HCD_ToolKit.pdf

http://www.effectuation.org/


There are three main phases of the course:

Phase 1: Starting with Your Means – EM start with you, and cultivating the brand called, You, Inc. Developing

your personal brand increases your awareness not just of yourself, but others around you, and society. Your

growing awareness and the ability to recall your own emotional states leads to empathy. Empathy is essential to

creating and providing better customer experiences. You will be challenged to: create a business opportunity or

an innovative solution to an existing problem that makes a profit while improving the planet and society.

Phase 2: Ideation to In-Class Pitch Contest – After gaining empathy you will be better equipped to identify

and create new ways to fulfill customers’ needs and wants. Each student will imagine new product/service ideas, and conduct customer discovery for several new venture ideas. After gaining customer feedback, experimenting, testing your different business models and the hypothesis associated with them, pivoting, and seeking more feedback from different customers you will pick your ‘best’ product/service to develop further. You will pitch your idea to a group of serial entrepreneurs’ in an in-class pitch contest. The venture is preferably one that you would consider actually implementing if the plan proves feasible.

Phase 3: Product Development to Ready-to-Launch – You will have the option to continue to develop your

own product or to form a customer discovery team (must be approved by Professor and cannot be larger than 3 team members). This phase will be researched-based; students will be expected to conduct research to rigorously assess their opportunity’s attractiveness, using the tools and frameworks taught in the course, and present their conclusions in the form of an evidence-based feasibility study. This study will address if the idea is an attractive one. You will finish the customer-driven feasibility analysis for your chosen opportunity by creating an EM marketing plan to launch your venture.

Phases 1 and 2 are completed in the first half of the semester, and Phase 3 is completed the second half.

Integrated throughout the entire class is developing your personal brand.

You will determine strategies based on sound analysis and consideration for marketing execution. A brilliant

marketing strategy without effective marketing execution is doomed to fail. There are elements of marketing

execution in all of the marketing themes in this course. The three aspects of marketing execution to which we

will give special focus are:

Economic analysis to assess the value of marketing activities;

Ethical analysis of responsibility to “do the right thing,” that may sometimes be in conflict with making a

profit.

Your environmental analysis will look at the “triple bottom line” and how it impacts– all stakeholders, the

communities in which you operate, and the natural world we all inhabit.

What are the major content themes of the course?

1. Marketing Toolkit: Why? In spite of marketing being a “soft” science, there are proven frameworks,

tools and techniques developed over years of research in entrepreneurial companies that can help you

reach one of the many right answers. We will use the Technology Adoption Life Cycle (TALC),

customer discovery (i.e., How to Build a Startup by Steve Blank), effectual logic, personal branding,

various types of thinking (design, visual, reflective, statistical), listening and empathy skills, economic

analysis, positioning statements and many other tools for diagnosis, decision-making, analysis and

reality testing.


2. Marketing Strategy: 1) Evaluating Market Attractiveness; 2) Targeting Markets and Customers;

and, 3) Managing Market Evolution and Change: Why? Because choosing the right markets and

customers is life and death for an entrepreneurial business. As an entrepreneurial marketer, you will be

called on to make strategic decisions about what markets and customers to target. This is not easy

because markets and customers are constantly changing across the Technology Adoption Life Cycle

(TALC). Any company can find a few wild and crazy customers to buy their products. Many companies

fail to cross the chasm from a small cadre of early adopters to the large market of pragmatic, price

sensitive, risk-averse customers who are critical for long-term success. In addition to the cases and

project, you will be able to develop a personal marketing strategy for your personal development.

3. Product Development and Product Management: Why? Because matching the right customers with

the right product at the right time is a fundamental requirement for any business to get off the ground.

Use your technical and marketing skills to make decisions about what products to develop, how to

design the whole product, how to launch new products, how to position products, and how to manage a

product line. You will also have to make difficult decisions about product pricing that will affect your

company’s profits and shareholder value. In addition, you will learn common product development

methodologies such as agile scrum and waterfall.

4. Branding: Establishing and Managing the Brand: Why? Because brands are a measurable sign of your customers’ relationship with your products, your company, and even you. Yes, people have brands – also known as reputations. This course will help you figure out how to cultivate your brand.

5. Pricing: Why? Because pricing will affect who adopts your product, your market share, and the

perceived value of your products and services. Your decisions about product pricing will affect your company’s profits and shareholder value.

6. Sales and Negotiation: Why? Because sales and negotiation skills are necessary whether you are

selling ideas to team members, your business concept to venture capitalists, yourself into a new job, or

products and services to customers. Selling is not about convincing others to buy your product. It is

about reaching a mutual understanding, co-creation, and agreement that results in a mutually beneficial

outcome(s).

7. Partners and Distribution: Why? Because you cannot survive alone. Every entrepreneurial leader

must decide what to do themselves and when to work with others. Working with distribution channels,

in particular, is one of the least understood and most critical activities in marketing. Your channel, AKA

value chain, AKA the supply chain, is a vital lifeline to your ultimate customers, and can be a major

asset or liability.

8. Outbound marketing: Why? Because your decisions about and investments in marketing

communications campaigns will affect revenues, market share, profitability, and the value of your

company’s brands. Outbound marketing encompasses advertising, public relations, trade shows, viral

marketing, internet marketing, and any other form of marketing communications. You will have to learn

how to market your ideas across cultural boundaries around the world in the course of your career.

9. Customer Marketing: Why? Customer marketing is the art and science of managing customer word

of mouth, both positive and negative, to create momentum and build “buzz about your products,

services, or company”. The goal of customer marketing is to encourage happy customers to tell others

about your products and services. At its best, customer marketing turns a large number of rabid fans

into a volunteer sales force on behalf of your company, product, or cause.


What are the required materials for the course?

You must buy two books, plus DISCflex™ Assessment supported with eLearning. In addition, you must read

additional required reads, and watch required videos that are posted on Blackboard.

Required books – The first two are available in the bookstore, and all are sold by online sellers (i.e., Amazon).

Marketing That Works: How Entrepreneurial Marketing Can Add Sustainable Value to Any Sized Company (2nd

Edition) 2nd Edition by Leonard M. Lodish (Author), Howard L. Morgan (Author), Shellye Archambeau (Author),

Jeffrey Babin (Author) *Must have 2 Edition!*

The Marketing Plan Handbook, 4th Edition 4th Edition by Alexander Chernev (Author) *Must have 4th Edition*

Required DISCflex™ Assessment supported with eLearning – Purchase online with PayPal ($45) or credit card

Order page: http://www.discflex.com/rollins_order.html

o Your access key will be sent to the email on the order.

o Once you order it takes 24 hour before you will receive an access code to register your account.

Login page: http://www.indaba1.com/new_system/account/login/RC15

You must complete the assessment on a computer as you will not be able to use a tablet or phone to do so.

Either use Google Chrome or Mozilla Firefox for your internet browser.

If you have problem email Alex “Tuck” Fryer Director of Sales at [email protected]

Additional materials that will be references throughout the course – that are not required to be purchase

Moore, G. (2002), Crossing the Chasm, drives home key lessons facing marketers and leaders in highly volatile

markets. A must read for anyone in a high-tech, rapidly changing industry, especially where standards and compatibility

are important.

Blank, S. (2006), The Four Steps to the Epiphany, Cafepress.com. This is an excellent book for the process of

Customer Development. It is what you need to do to discover customer needs, validate them, create loyal customers, and

then build your company with the help of loyal customers and channel partners. It will help you get from an idea to a

valuable product or service, thereby to reach and then to cross the chasm.

All Videos from “How to Build a Startup” by Steve Blank published on Udacity.com

Shih, Clara (2009), The Facebook Era: Tapping Online Social Networks to Build Better Products, Reach New

Audiences, and Sell More Stuff, Prentice Hall: Pearson Education, Boston, MA. This book is hot of the press and does

a great job of explaining the elements of marketing in the era of Facebook and Salesforce.com. The author is a Stanford

alumna, Mayfield fellow, and a key leader at Salesforce.com who developed the first enterprise application that linked

Facebook to Salesforce.com, called Faceconnector.

Read, S., Sarasvathy, S., Dew, N., Wiltbank, R., and Ohlsson, AV. (2011), Effectual Entrepreneurship. Effectuation is at

its heart a human problem-solving method that was developed through research into the mental processes used by some

of the best problem-solvers in the world - expert entrepreneurs. The startup phase of a new company is one of the most

"uncertain" and unpredictable situations a business person can be in. It is chaotic, exciting, surprising, and the future is

unknown. Expert entrepreneurs figure out ways to navigate these choppy waters - turning big surprises into the utterly

mundane. It's pretty amazing.

In BUS 101 Chapters 1 through 8 are used. We will explore the remaining chapters.

http://www.amazon.com/Marketing-That-Works-Entrepreneurial-Sustainable/dp/0133993337/ref=sr_1_2?s=books&ie=UTF8&qid=1437139666&sr=1-2&keywords=marketing+that+works&pebp=1437139681830&perid=19MSFZ85G0FRPSJXRRYJ



http://www.amazon.com/Marketing-Plan-Handbook-4th/dp/1936572397/ref=sr_1_2?s=books&ie=UTF8&qid=1437138754&sr=1-2&keywords=marketing+plan+handbook+4th+edition&pebp=1437138760193&perid=1QQ7DD87HE1X1Y7M0934

http://www.discflex.com/rollins_order.html

http://www.indaba1.com/new_system/account/login/RC15



What to expect in the next 15 weeks (i.e., course calendar)?

In addition to the roadmap of your entrepreneurial journey ahead, the EM Course Calendar is a summary of

the learning themes, “get out of the building’ weeks, activities, videos, and readings for each of our sessions.

Use it as your guide throughout the course, to see where we've been, and where we are headed at each leg of

our journey. You should also use the Course Calendar at the beginning of the term, to help you plan ahead.

The course Calendar is high-level view of each week to see more details and specifics for each week check

the weekly folder on Blackboard.

Course Website:

The current course outline, assignments, additional course material, and other important information regarding

the course will be posted on Blackboard. For any course‐related emails, email addresses listed on Blackboard

will be used. You are responsible for ensuring that the email address on Blackboard is current in order to

receive any emails. You are responsible to check Blackboard daily Monday thru Friday.

Changes to syllabus & Schedule: Expect changes – we are applying effectual logic throughout the course;

therefore, you should realize that future is unpredictable. We reserve the right to revise the class schedule,

assignments, and evaluation plan. If this occurs, it is because I am making “real time” adjustments to enhance

the structure of the course and student performance. You will be fully apprised of any such modifications.

How does the learning process work?

Get ready set go! Marketing is a contact sport. This class starts fast, and requires 9 to 12 hours outside of

class to succeed starting in week 1. Learning will occur both in-class and out-of-class. You will be assigned

course materials based on contemporary issues involving entrepreneurship, entrepreneurial marketing,

traditional marketing, creativity and innovation in the form of printed text assignments, web references, videos,

and presentations in class. Learning will occur in at least four settings:

Entrepreneurial Expectations – demonstrate, develop, and improve your actions, mindsets, and

behaviors

Pre-Launch Preparation Check-In – pop quizzes, assignments, and pop presentations

Individual Learning Action Items – to go through the process of ideation, opportunity recognition,

customer validation by conducting over 50 customer discovery interviews, to pitching your ‘best’

product/service idea in an in-class pitch contest. Throughout the entire experience, explore,

discover, grow, and re-define your means (i.e., your personal brand) as well as interview a peer and

a serial entrepreneur to gain deeper insight and empathy on others’ journey.

Team Learning Action Items – form a product development team, conduct and write feasibility

analysis papers; and, write a go-to-market marketing plan to launch your product/service and pitch

it to serial entrepreneurs.


1. Entrepreneurial Expectations = represents 20% of the grade you can earn

EM starts with you. Your actions, mindsets, and behaviors all form the identity and brand, called You, Inc. This course is

preparing you for a career as an entrepreneur. As an entrepreneur you will rely upon the trust and relationships you build

to successfully launch your enterprises. You alone are responsible for the energy, actions, mindsets, and behaviors you

bring into this class. This is 20% of your grade. You will be evaluated throughout the course, with quarterly updates.

Four performance levels are used for the entrepreneurial expectations:

Proficient: designates student performance that evidences mastery of the target activity (Letter Grade A)

Meets expectations: designates student performance that evidences expected ability (Letter Grade B)

Developing: characterizes student performance that evidences some of the expected ability (Letter Grade C)

Does not meet expectations: characterizes student performance that does not display any of the expected ability (Letter Grade F to D)

Throughout the entrepreneurial expectations you will find the 10 skills of successful entrepreneurs:

Business Focus: You make decisions based on observed or anticipated effect on profit, people, and planet. Confidence: You accurately know yourself and understand others. Creative Thinker: You exhibit creativity in taking an existing idea or product and turning it into something better. Delegator: You recognize that you cannot do everything and are willing to contemplate a shift in style and control. Determination: You persevere through difficult, even seemingly insurmountable, obstacles. Independent: You are prepared to do whatever needs to be done to build a successful venture. Knowledge-Seeker: You constantly search for information that is relevant to growing your business. Promoter: You are the best spokesperson for the business. Relationship-Builder: You have high social awareness and an ability to build relationships that are beneficial for

the firm's survival and growth. Risk-Taker: You instinctively know how to manage high-risk situations (Gallup, 2014).

Below are the entrepreneurial expectations for this class:

The organizations for which you want to work or will start expect and promote ethical behavior.

Ensure that your work is indeed YOUR work. Do not plagiarize from written or electronic sources. Do not use the

work of others with the intent to present it as your own.

Practice integrity and commitment to the values of the Rollins College community and adherence to the Academic

Honor Code

Demonstrate voluntary social responsibility:

o Understands the needs of persons, civil societies, or the global community on a substantive and diverse

body of pertinent information.

o Discerns the underlying needs, values, and perspectives that create ethical issues in personal, civic, or

global life.

o Responds to ethical issues by considering pertinent information; defends chosen position within an

applicable analytical framework; evaluates assumptions and implications of divergent ethical

perspectives.

Creativity and innovation is demonstrated by the ability to think, react, and work in original and imaginative ways

characterized by a high degree of innovation, divergent thinking, and risk taking. Failure is integral part of success and

entrepreneurship. Being entrepreneur and going for it may include personal risk (fear of embarrassment or rejection) or

risk of failure, i.e. going beyond original parameters of assignment, introducing new materials and forms, or advocating

unpopular ideas or solutions. Risks do not include any actions with potential to harm self/others or any breach of school

rules or law. You are responsible for cultivating your ability to negotiate failure.

Fail fast Demonstrate independence in going beyond the guidelines of the assignment by actively seeking out and

following through on untested and unconventional approaches Consistently, actively, and independently develop several alternatives and discerns the best solution Adapts, extends, and transforms a unique idea, question, format, or product to create something new. Recognize that a failure has occurred to set the stage for corrective action. Articulate a course of action


To deliver and meet expectations of customers, partners, and investors an entrepreneur needs to practice and prepare.

Conversations in class should be informed by class readings and activities Presentations are practiced and polished Best effort is always expected Guest lectures will be meaningfully and professional questioned

Your customers will expect you to arrive on time and be present to complete your responsibilities.

You are responsible for arriving on time for class. Any late arrival or early departure is a disruption.

Do not enter the classroom when one of your classmates is giving a presentation.

If you must leave early, let your professor know in advance and sit as close as you can to the door that day.

Do not leave and reenter the classroom unless it is absolutely necessary.

If you are in a meeting at work, you will be expected to give your full attention to the meeting, and your co-workers will not

expect to be interrupted or distracted by your electronic devices.

Turn off all electronic devices except computers, if appropriate, when entering a classroom. Set your mobile

device to silent, and have it out of sight.

Do not use any electronic device for anything other than what is related to the class you are attending at the time

you are attending it.

Do not make/answer calls or text message during class (if it is necessary for you to take an emergency call, tell

the instructor if there is a problem before class begins and leave the room to take the call).

The workplace will have nonnegotiable deadlines.

Assume that the due date and time for an assignment is as important as the due date/time for a workplace report.

Assume that the date and time assigned for your presentation is as essential as a due date/time for a

presentation to a client.

As an adult, you are responsible for the details that accompany your work products.

Present homework assignments in the required format.

Do not assume the instructor will provide staples, paper, folders, printing services or any other material required

for your final work product.

On the day of an exam, bring pencils, calculators, and everything you will appropriately need to complete the

exam.

In the workplace, you are expected to edit written documents for correct word choice, grammar, sentence structure and

spelling.

Do not expect to be able to prepare a written assignment without allowing ample time for review and revision.

You should put all written assignments through several drafts, writing and rewriting over a period of time, before

you consider them prepared in a professional manner for submission to your instructor.

E-mail is a means of professional communication.

Write e-mails to instructors and students in a professional format. Do not write in the same shorthand used in text

messages. Language should be gracious and polite.

Address the recipient by professional title or formal name depending on your relationship with the individual. If

you are unsure, err on the side of formality.

Use grammatically correct sentences.

Check your spelling.

Sign your complete name, and provide contact information (email and phone)

Include the title and section of the course.


Improper dress is distracting in the workplace.

When you are attending class and, most importantly, when you are giving a presentation, your attire should not be

revealing or offensive.

Dress appropriately: We will use Military Standard, the convention for work attire. Be clean and neat, modest

cleavage (4-inches from the clavicle), the second button of a shirt buttoned, beware of statements on clothing,

women and men do not wear hats, and women –no cleavage revealing tops/evening attire/short skirts/shorts.

When guest speakers are with us wear business casual: suites not required, clean, pressed clothes, with

specifications as above.

Colleagues and supervisors expect that your previous experience and education will influence your ability and potential to

perform on the job. You will be responsible for your own learning.

Take ownership of concepts learned in previous courses and be prepared to apply them to current coursework.

Acknowledge that your effort to acquire your previous academic skills (e.g. your writing and math skills) will affect

your performance in many of your courses.

Entrepreneurship requires innovative problem solving. You are responsible for adding value to class discussion by

applying critical and creative thinking to ambiguous problems.

Comprehends key issue(s) and articulates valid problem statement(s)

Considers multiple perspectives and frames the key issue(s) realistically/ originally

Evidence of search, selection and source evaluation skills to meet information needs

Displays ability to identify uniquely salient sources

Spells out the reasoning applied in consideration and application of data to situations

Analytical tools and methods employed are appropriate and adequate for the need

Analysis clarifies the issues and facilitates decision-making

Explains why specific tools or methods are relevant to the issue(s) at hand

Explores and comes up with original, relevant alternate solutions to the problem

Analyzes conclusions, implications, and the majority of consequences of the issue

Proposes solutions to problems based on detailed analysis

Justifies the recommended option and recognizes the implications

In order to work as an effective team member, you will need to respect the people with whom you work. Each individual is

responsible for the outcomes of a team, group, and a class. You are responsible for fostering effective collaboration.

Address instructors and guest lectures with the title “Dr.” or “Professor”, appropriate to their qualifications. For

example, a member of the faculty from a college or university would be addressed as “Professor”. Someone with

a medical degree or academic degree that is not a member of a college or university would be addressed as “Dr.”

– other guest lecturers should be addressed as Mr., Mrs., or Ms. as appropriate.

Demonstrate the kind of behavior toward your classmates that you expect to demonstrate to your co-workers.

Complete the portion of any team assignment you have agreed to accomplish.

Helping the team move forward by articulating the merits of alternative ideas or solutions.

Noticing when someone is not participating and invite them to engage.

Proactively helping other team members complete their assigned tasks to a similar level of excellence/

Supporting a constructive team climate by doing all of the following:

o Treats team members respectfully by being polite and constructive in communication.

o Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude

about the team and its work.

o Motivates teammates by expressing confidence about the importance of the task and the team's ability to

accomplish it.

o Provides assistance and/or encouragement to team members.

o Directly and constructively helping to manage/resolve conflict in a way that strengthens overall team

cohesiveness and future effectiveness. Rubric developed by adopting the below resources: (Kleine, R. E., & Yoder, J. D. (2011). Operationalizing and Assessing the Entrepreneurial Mindset: A Rubric

Based Approach. The Journal of Engineering Entrepreneurship, 2(2), 57-86; Consultation with senior faculty as well as serial entrepreneurs; Professional

Behaviors for the Department of Management at the University of North Carolina Ashville; Gallup, 2014).

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CCUQFjAB&url=http%3A%2F%2Fwww.gallup.com%2Fbusinessjournal%2F168527%2Ftalents-drive-entrepreneurial-success.aspx&ei=Ht-EVLrcCoz_gwT30YLQCQ&usg=AFQjCNEO4DfvGDz1qBFj4iNidR-LoxkykQ&sig2=_COzWTVw0uSgwG3h4h0zEQ


2. Pre-Launch Preparation Check-In = 10% of the grade you can earn

Learning is a process, and sometimes before we can take a step forward we go backwards. Interwoven in the learning

process is failure, reflection, preparation, trail-an-error-, experimentation, improvement, building blocks, and success.

You should expect to invest between 9 to 12 hours of individual preparation for each week. Anything less, even by a

brilliant participant, is likely to result in ragged in-class performance, embarrassment in the face of your colleagues, and a

missed opportunity to develop your skills at a deep, instinctive level that can only result from intensive practice.

There are several ways pre-launch preparation will be assessed from pop-quizzes, learning logs, pop presentations to

mini-assignments.

3. Individual Learning Action Items = 35% of the grade you can earn

Personal Branding Personal Branding is about developing your means. Throughout the course you will do numerous activities both in-class and out-of-class, reflective essays, and readings to help you discover, create, build, redefine, manage, and learn how leverage the brand called you. This will include multiple activities: personal branding pitch development and your elevator pitch; learning partner and serial entrepreneur interviews; development of your personal branding portfolio – your personal branding paper with supporting material, presentation, and final reflection. Idea Generation Journal Begin your search for a business model that meets customer needs or wants.

Starting today each week log your new venture ideas into an Idea Generation Journal you keep. Minimum entries per week is 4.

Each journal entry should:

1) Clearly state a problem or unmet need, why it is a problem, and who cares about the problem; and, 2) The new business model idea(s) that could address the problem. ANSWER: What am I selling to whom, and why will they buy it?

You are required to make 4 journal entries each week for the 1st 5 weeks of the class to help develop the habit of identifying and recording ideas. In addition, record your pivots along the way as you gain deeper insight and empathy of customers’ experiences, needs, and wants. Journals will be graded according to the ability to identify and clearly explain real problems/unmet needs and generate unique new venture ideas. Opportunity Assessment Evaluate whether and to what extent the opportunities you have identified in your Idea Generation Journal have potential to become successful businesses. You will evaluate several opportunities by conducting customer discovery. Based on this process you will select your best opportunity and make an elevator pitch in an in-class pitch contest. The opportunity presented must not be an opportunity/new venture product/service being explored in another class (prior or current) – see Rollins honor code. As an entrepreneur your integrity is the core reason others will select to work with you or use their personal resources (i.e., means) to help you succeed.


4. Customer-driven Feasibility Analysis = 35% of the grade you can earn

Teamwork is prevalent in organizations as a means of accomplishing tasks, identifying opportunities, vetting those

opportunities, developing strategy, and developing the marketing plan. Thus, it is important for you to gain experience in

such activities. Your grade will be partially determined by your team. Team members will have the opportunity to evaluate

each other’s performance and participation in the team for the first and last parts of the customer-driven feasibility

analysis. This evaluation will be used when determining each team member’s grade.

Customer-driven Feasibility Analysis Part 1: Marketing Situation

Each team will complete a project that examines the industry and market attractiveness at a micro and macro level using

secondary data and determining what primary data will need to be collected in Part 2.

Industry Analysis: Description of the industry (Industry Macro)

Competitive Analysis: What direct and indirect competition exists? (Industry Micro)

Customer Analysis: Identification of ALL customers in the market (Market-Macro & Micro)

Each team will make a presentation to the class (every team member must participate). The presentation should include

the initial positioning of the opportunity relative to competitors so teams can get feedback from the class to further develop

the opportunity. More detailed information on this project will be provided at a later date.

Customer-driven Feasibility Analysis Part 2: Primary Research Project

A key element of the validation process for each business opportunity is conducting “voice of consumer” analysis. You will

be required to interact with potential customers and gather information needed as determined in Part 1. You will continue

to conduct customer discovery with multiple stakeholders to test your business model and apply effectual logic. Teams will

turn in a paper that draws conclusions from the data collected. More detailed information will be provided at a later date.

Customer-driven Feasibility Analysis Part 3: Marketing Objectives, Strategy, Budget, Team, and Evaluation

Teams will finish the customer-driven feasibility analysis for their chosen opportunity by creating a marketing plan that

outlines the marketing objectives, strategy, budget, and evaluation. Each team will make a presentation to the class and

your go to market strategy will be judged by serial entrepreneurs. This will be supported with a paper. More detailed

information on this project will be provided at a later date.

What is the evaluation framework?

Your final grade is a reflection of your performance

demonstrated by:

Your performance in applying the core

concepts and materials covered in the

course through various learning action items.

Peer evaluations.

Feedback from guest speakers and your

assistant coach combined with the judgment

of the course faculty/lead coach about the

quality of the contribution you make

throughout the course experience.

Evidence of quality is shown by preparation,

thoughtful articulation, attendance,

accountability to your team and class through

sincere, meaningful participation.


Grading Scale: Grade A 4.00 Grade A- 3.67 Grade B+ 3.33 Grade B 3.00 Grade B- 2.67 Grade C+ 2.33 Grade C 2.00 Grade C- 1.67 Grade D+ 1.33 Grade D 1.00 Grade D- .67 Grade F 0 Grade WF 0 The grading scale that will be used for this course is the standard university grading scale. As you can see,

everyone will fall “close” to the next highest grade. Therefore, there will NOT being any adjustments made, nor

extra credit given, to bump someone up to the next grade (even if you are just 1 point away).

NOTE: All Assignments handed in on due date, but after due time – Penalty: 50%, which will apply up until three days late. Four days late –Penalty: 100% Performance Minimums: Excellent performance is expected on all of the evaluation items mentioned above. The minimum allowable performance is “good.” This means that your performance on each item must good……..or at a B level. If you do not make a B (or do a poor job on your presentation) YOU ARE ENCOURAGED TO REPEAT THAT PERFORMANCE. To repeat a performance the following policies apply:

Retakes will be completed outside of class time.

The retake grade maximum outcome of mid-B (or 85%).

To redo a performance the first assignment has to be turned in on time.

The redo has to be completed one-week after feedback is provided.


What are the “rules of the road” for this class?

We have one guiding principle for our class. Do whatever it takes to create a high

performance learning culture. You create this by demonstrating respect for your

peers and your commitment to the learning process in small but very noticeable ways:

Trust the process.

Be prepared.

Be punctual.

Cell phones off.

Cite your sources.

Listen carefully when others are speaking.

No newspapers, email, web surfing, homework, side conversations during class.

Don’t be an air-time hog.

Help one another.

Take the initiative.

Be creative.

Be willing to say “I don't know.”

Be respectful through your behaviors, mindset, and attitude, as well as, your dress.

Respect and learn from the diverse experience and cultures in class, guest lectures,

potential customers, and peers.

Follow with integrity the Rollins Honor Code

We expect you to be on time for class. If you are late:

Gently close the door to avoid slamming noise.

Wait just inside the door at back of class until the opening team is finished.

What is the workload for this course?

Credit Hour Statement for Rollins Courses Meeting 150 Minutes Weekly for Four Credit Hours during 15-Week Semester:

This course is a four-credit-hour course that meets three hours per week. The value of four credit hours results from work

expected of enrolled students both inside and outside the classroom. Rollins faculty require that students average at least

three hours of outside work for every hour of scheduled class time (as per Rollins documents 2014).

In this BUS 330 course, the additional outside-of-class expectations are weekly assignments generally 2 per week that

require reading, watching videos, and outside class activity such as fieldwork, research, experiential education, small-

group projects. In addition, to several reflective essays, and several major papers.

Students must block the average expected time outside of class: 9-12 hours/week to support successful

completion of assignments. If you find the workload too heavy, please drop the course and sign up next term

when you’re scheduling of out of class time permits.

What is the attendance policy?

Attendance is Critical. Why? Building a learning community requires you attend this class! Tars you are a member of the

Rollins family a community of learning that can only be realized when course facilitators and learners interact. As stated

in the Rollins College Catalog: Rollins attendance policy is that you will attend every class.

Class absences during the semester may result in reduced points and a lower course grade. For course team activities, each team will be

responsible for members’ attendance/or contributions, and the team will be penalized for excessive absences of its own members.

UNEXCUSED ABSENCES are defined as “any absences for which there is not a valid excuse” or simply a “cut.” You may take ONE FREE

CUT. Each additional cut costs you a letter grade in the course. So, SAVE YOUR CUT! Note that you may NOT use a free cut on any

exam day or presentation day. There are no pop quiz or pop presentations make ups.

Tardiness occurs when a student is not present, and/or not ready to begin class, at the schedule start time of class. Tardiness also occurs

when a student leaves class prior to the end of the scheduled meeting time. Two tardiness incidences equal an unexcused absence.

The attendance penalty is not limited to the entrepreneurial expectations part of the grade, & absences could result in failure of the

course.


What are Rollins College Polices?

In every class and throughout the institution Rollins College polices are followed. You are a Tar – a member of

the Rollins community. As a member your actions, mindsets, and behaviors are linked to the Rollins brand:

Rollins is the best College in Florida. Since becoming the state’s first 4-year college in 1885, Rollins has offered a

high-quality practical liberal arts education in the arts, sciences, and business. Whether through our traditional, 4-

year residential experiences, top-ranked business school, or our robust evening program for lifelong learners,

Rollins emphasizes international perspectives, community involvement, and responsible leadership.

Your integrity matters: Rollins Academic Honor Code

The following text can also be downloaded from the website:

http://www.rollins.edu/deanoffaculty/Academic_Honor_Code.doc

The Philosophy of the Academic Honor Code

Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship

and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building

an academic community committed to excellence and scholarship with integrity and honor. Students, faculty,

staff, and administration share the responsibility for building and sustaining this community.

Each student matriculating into Rollins College must become familiar with the Academic Honor System. The

College requires that students be able and willing to accept the rights and responsibilities of honorable

conduct, both as a matter of personal integrity and as a commitment to the values to which the College

community commits itself. It is the responsibility of instructors to set clear guidelines for authorized and

unauthorized aid in their courses. It is the responsibility of students to honor those guidelines and to obtain

additional clarification if and when questions arise about possible violations of the Honor Code.

The Honor Pledge and Reaffirmation

Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to

act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect,

fairness, and responsibility - particularly manifests itself in two public aspects of student life. First, as part of the

admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of

the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code

and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A

student signature on the following pledge is a binding commitment by the student that lasts for his or her

entire tenure at Rollins College:

The development of the virtues of Honor and Integrity are integral to a Rollins College education and to

membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my

commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors

and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others.

This pledge is reinforced every time a student submits work for academic credit as his/her own. Students

shall add to the paper, quiz, test, lab report, etc., the handwritten signed statement:

“On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.”

Material submitted electronically should contain the pledge; submission implies signing the pledge.


Definitions of Academic Honor Code Violations

Students are expected to conduct themselves with complete honesty in all academic work and campus

activities. Violations of the Academic Honor Code include, but are not limited to the following:

Plagiarism: Offering the words, facts, or ideas of another person as your own in any academic exercise.

Cheating: Using or attempting to use unauthorized materials, information, or study aids in an academic

exercise. This includes sharing knowledge of previously administered or current tests. The keeping of tests,

papers, and other assignments belonging to former students is prohibited. Use of external assistance (e.g.,

books, notes, calculators, conversations with others) in completing an "in class" or "take home" examination,

unless specifically authorized by the instructor, is prohibited.

Unauthorized collaboration: Collaboration, without specific authorization by the instructor, on homework

assignments, lab reports, exam preparations, research projects, take home exams, essays, or other work for

which you will receive academic credit.

Submission of work prepared for another course: Turning in the same work, in whole or in part, to two or

more instructors, without the consent of the instructors in both courses.

Fabrication: Misrepresenting, mishandling, or falsifying information in an academic exercise. For example,

creating false information for a bibliography, inventing data for a laboratory assignment, or representing a

quotation from a secondary source (such as a book review or a textbook) as if it were a primary source.

Facilitating academic dishonesty: Helping another student commit an act of academic dishonesty.

Violation of testing conditions: Looking at other students’ answers, allowing other students to look at your

test, and working past allotted time are just a few examples where test conditions may be considered to be

violated.

Lying: Lying is the making of a statement that one knows to be false with the intent to deceive. It includes

actions such as (a) lying to faculty, administrators, or staff (b) falsifying any college document or record by

mutilation, addition, deletion or forgery (c) lying to a member of the Honor Council or judicial affairs officer.

Failure to report an honor code violation: Failure to report occurs when a student has knowledge of or is

witness to an act in violation of the Academic Honor Code and does not report it within five class days.

These activities are serious academic offenses that will result in failure of the assignment or the course as

the professor deems appropriate. They will be reported to the Dean of students and may result in the

offender’s dismissal from the college.

It is up to the professor to specify what constitutes plagiarism in his or her class for it is possible that the same

writing in one class that is not plagiarism would be considered plagiarism in another class. It is the

responsibility of the student to make sure they understand what plagiarism is in general and what plagiarism is

in the case of particular courses. If in doubt, ask the professor in every class you take. For a student

committing plagiarism in INB 300, the normal penalty is for the student to fail the course and also to be

reported to the Dean of Students.

Students should know that information, which you collected and used, must be referenced or else this is

plagiarism even if you did not intend to deceive. The usual way to provide a reference in a paper is with

footnotes. Even if the text comes, not from a book, but from a handout, a class, another student, or a faculty

member, it still must be referenced properly or else it is plagiarism. I will use software programs in order to

identify plagiarisms.


How you treat others matters.

Disability Statement: Rollins College is committed to equal access and does not discriminate unlawfully

against persons with disabilities in its policies, procedures, programs or employment processes. The College

recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990

to provide an environment that does not discriminate against persons with disabilities. If you are a person with

a disability on this campus and anticipate needing any type of academic accommodations in order to

participate in your classes, please make timely arrangements by disclosing this disability in writing to the

Disability Services Office at (box 2764) 1000 Holt Ave., Winter Park, FL, 37289 or email or call the Director of

Disability Services, Grace Moskola at 407-975-6463, [email protected].

Title IX Statement: Rollins College is committed to creating and maintaining a community in which students,

faculty and staff can work together in an atmosphere free of sex and gender based discrimination. Rollins is

strongly opposed to all forms of sex and gender based discrimination (including sexual assault, intimate

partner violence, stalking, and sexual harassment) and is committed to providing support, resources, and

remedies to individuals that have experienced sex and gender based discrimination. Faculty members are

responsible employees under Title IX and must share information about sex and gender based discrimination

with the Title IX Coordinator. Information about available confidential resources, support services, and

reporting options can be found online at www.rollins.edu/sexual-misconduct.

What you say matters.

Course and Instructor Evaluation: At the end of each semester, students are asked to evaluate the course

and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus.

Student evaluations help assess student perceptions of classroom learning and often lead to improved

teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in

the evaluation process.

The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each

student’s comments are assigned a random number. You will be asked to rate your course and instructor on a

numerical scale and through narrative comments.

The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It

remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The

evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations

until 10 days after the end of final exams.

Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the

day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades

ten-days before students who do not complete an evaluation form.

*Verbiage is specific to Holt program for Course and Instructor Evaluation; however, your evaluations are

incredibility valuable in the Day program too! We look forward to your input *


http://www.rollins.edu/sexual-misconduct


What are team roles and responsibilities?

Throughout this class you will be on teams (2 to 3) for class activities, discussions, presentations, and projects. Individual performance on group work is the result of group performance weighted by peer-evaluation, which is mandatory. Those who do not submit peer-evaluation will receive no credit on the group project. We will do this several times throughout the term. Teamwork evaluation is worth 20% of your group grade. Thus, if your group gets an A, and your team along with professor rates your contribution at a 0 you will earn a C. From your team experience you should have a:

sense of ownership in the team's product open and fair forum for sharing your opinions gain an appreciation of the value of diversity in developing solutions to

complex problems gain an appreciation for an interdisciplinary approach to problem solving

Your responsibilities to the team include:

to be cooperative and productive in meetings contributing conceptual and analytical thinking punctuality and attendance at all team meetings participating in oral presentations meeting all designated deadlines fully participating in the research and development of all team assignments to objectively evaluate peers as contributing team members

In the event that a team member chooses not to fulfill his/her responsibilities, it is in the best interest of the team to elect to relieve that member of future obligations through dismissal. Process of Dismissal

A team meeting will be called at which grievances will be aired and a secret ballot to dismiss will be taken. The non-productive member should be notified of the meeting, but does not need to be present.

The decision to dismiss must be unanimous. All team members must indicate that decision on the peer evaluations. This decision should be based on "team-productivity". It is not personality based but solely based on the ability of each member to contribute to the team's projects. The appropriate posture is "you are a ________ (fun, nice, etc. ...) person, but you seem to be unwilling to fully participate as a working member of the team".

The decision will be forwarded to the professor along with corresponding document listing specific grievances against the non-productive member. Said correspondence is confidential.

The "Free Agent" The professor will confidentially send the dismissed member a "notification of dismissal" which will outline the options available (refer to the notice). ═════════════════════════════════════════════════════ NOTIFICATION OF DISMISSAL A decision has been made to relieve you of any further obligations to your team. Your options are

to be re-evaluated and potentially rehired by your original team to be hired into another team to work and complete all required activities by yourself

You must have a decision regarding the above options by __________. Please address a memo to the professor informing her of your choice. ═══════════════════════════════════════════════════


What’s my promise to you?

As stated by a student “this class was not an ordinary once-a-week assignment that could be accomplished

with a few readings over the weekend; this class was a journey that shaped my view on the business

community and myself.”

Let your learning journey begin!

What mindsets, attitudes, and behaviors do I bring to the class?

Bio: Denise Linda Parris, Ph.D. Assistant Professor of Marketing teaches across the following two majors:

Responsible Business Management and Social Entrepreneurship.

My career path is an example of effectuation. I have never taken a linear path, and my life is adventure.

I believe dreams become reality by doing, and figuring it out along the way.

My passion for sports and helping others has taken me from one adventure to another. At 18 I was an

Emergency Medical Technician (EMT) and a competitive 3 event water skier. During my undergrad while

volunteering dressed up as Raggedy Ann visiting patients in Southern California, I was inspired to learn

Spanish. This led me to study in Mexico, Spain, and Chile while earning a B.A. in Spanish and B.S. in

Biopsychology at the University of Southern California, Santa Barbara (UCSB).

After undergrad I moved from California to Florida to become a professional wakeboarder, and in 2007

launched an Olympic Campaign in Windsurfing for 2008 Games. I have over 15 years of experience as a

consumer insight specialist consulting with some of the largest names in outdoor sports. I have a Ph.D. from

Texas A&M in Sport Management and a concentration in Marketing at the Mays Business School. My research

explores sport as a hook to build communities, and has been adopted by national non-profits to increase their

effectiveness of their events and marketing. In addition I consult for major league sports teams on dynamic

ticket pricing using big data analytics. My latest adventure is co-founding a technology company to help more

people get outside and enjoy the outdoors! So, that together we can help protect it.

My mission behind every class is to empower you to dare to dream, dare to achieve, and dare to be the

change. Through my research published in Journal of Business Ethics, Leadership, and Non-Profit

Management and Leadership I have gained insight into how to inspire individuals. As an athlete I have seen

how sports can serve as a vehicle to help save and change lives, and have been blessed to travel and work in

Europe, Central and South America, as well as the South East Pacific.

I super enjoy teaching, conducting research, as well as, practicing entrepreneurial marketing! I am stoked to

share my passions with you, and help you make your passions and dreams come true.

Two mottos I live by:

"Life is not a journey to the grave with the intent of arriving safely in a pretty well preserved body, but

rather to skid broadside, thoroughly used up, totally worn out, grinning ear to ear, overdosing on

adrenaline and proclaiming wow--what a ride."

“Self-sacrifice is self-fulfillment” helping others is priceless

you - rollins college · the market is assumed to exist, classic market research methods are...

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