ENTREPRENEURSHIP
Ateneo MBA in Health Program
Revised: March 2014
CENTRAL
MANAGEMENT CLUSTER
Ateneo
MBA in Health Program
COURSE TITLE: ENTREPRENEURSHIP
COURSE
CODE: ENTREP
COURSE
PREREQUISITE: OPEMAN,
MARKMA, FINANCE
&
HUMRES
COURSE
DESCRIPTION:
Entrepreneurship is the ability to see business opportunities, to turn
those opportunities into an actual business venture and to manage that venture
into a growing and viable enterprise. Entrepreneurship is for those who seek an
alternative to employment and are not daunted by the challenges of setting up
their own businesses.
This course will strive primarily to inspire and to encourage
entrepreneurship, through the examination, discussion and analysis of
contemporary entrepreneurs.
The
course provides sound principles, concepts and evaluation techniques to assess entrepreneurial
capability, resource requirements and risks for increased likelihood of
strategic success.
COURSE
OBJECTIVES:
Upon successful completion of this course,
learners are expected to competently:
1.
Appreciate the personality profile common to entrepreneurs;
2.
Identify and evaluate opportunities;
3.
Learn the purposes and components of a business
plan;
4. Identify
the requirements and intricacies in starting a business;
5. Learn
how to organize an enterprise and manage its growth;
6. Understand
how to take advantage of IT and harvest opportunities; and
7. Appreciate
the value of ethics, social responsibility and nation building in managing an
enterprise.
COURSE OUTLINE:
|
SESSION
|
TOPIC
|
REPORTS
|
|
1
|
Definition of
Entrepreneurship
|
|
|
2
|
Identifying
Opportunities
|
Individual Report
|
|
3
|
Business Plan
Framework
|
Individual Report
|
|
4
|
Functional Plans
|
Group Report
|
|
5
|
Organizing
|
|
|
6
|
Entry
Strategies/Franchising
|
Group Report
|
|
7
|
Case Analysis
Exercise
|
|
|
8
|
Live Case (Guest
Entrepreneur)
|
|
|
9
|
Research /Business
Plan Preparation
|
|
|
10
|
Managing Growth
|
Individual Report
|
|
11
|
IT Opportunities,
Ethics
& Social
Responsibility Issues
|
Group Report
|
|
12
|
Field Trip to an
Entrepreneurial Company
|
|
|
13
|
Individual Business
Plan Presentations
|
Individual Report
|
|
14
|
Individual Business
Plan Presentations
|
|
COURSE REQUIREMENTS:
1. ATTENDANCE:
This course consists of fifteen (15) weekly sessions
of three (3) hours each.
The students are
expected to attend all sessions.
Absences will be governed by AGSB rules wherein only a maximum of three (3)
absences are allowed.
2. CANCELLATION
OF CLASSES:
When a session is
called off for any reason, the topics and other assignments of the affected meetings are automatically rescheduled to the following session. During that following meeting, the facilitator
and learners will agree on how the schedule of the remaining meetings of the
course will be readjusted.
3. WORKLOAD:
This course will meet once a week. The highly fast-paced
nature of this course requires learners to accept a great deal of responsibility
for achieving their own learning outcomes.
While in class, learners are expected to actively participate in
discussions and group activities.
Outside of class, learners are expected to do a minimum of fifteen (15)
hours per week of study, homework assignments, and/or group projects.
4. WRITTEN
ASSIGNMENTS AND CLASS PRESENTATIONS
An important
component of this course is the completion of written assignments/reports,
research output and other requirements in hard copies. Written work will be
evaluated for substance and form at MBA level standards befitting an adult
professional. Class presentations should meet minimum business boardroom standards. It is encouraged that these be related and
applied to actual real world activities and occurrences.
The following rubric
will be used in assessing the quality of written assignments:
|
Traits
|
1
|
2
|
3
|
4
|
|
Effective Analysis
|
Presents
an incomplete analysis of the issues identified.
|
Presents
a superficial analysis of some of the issues identified; omits necessary
financial calculations.
|
Presents
a thorough analysis of most issues identified; includes most necessary
financial calculations.
|
Presents
insightful and thorough analysis of all issues identified; includes all necessary
financial calculations.
|
|
Percentage of Requirements
(Exercises/Problems/Cases) Completed
|
Failed
to meet 70% of the requirements.
|
70-79%
of the requirements are completed.
|
80-89%
of the requirements are completed.
|
95-100%
of the requirements are completed.
|
|
Writing Mechanics
|
Writing
is unfocused, rambling, or contains serious errors; lacks detail and relevant
data and information; poorly organized.
|
Writing
lacks clarity or conciseness and contains numerous errors; gives insufficient
detail and relevant data and information; lacks organization.
|
Writing
is accomplished in terms of clarity and conciseness and contains only a few
errors; included sufficient details and relevant data and information;
well-organized.
|
Writing
demonstrates a sophisticated clarity, conciseness and correctness; includes
thorough details and relevant data and information; extremely well-organized.
|
The
following rubric will be used in assessing the quality of the presentation:
|
Traits
|
1
|
2
|
3
|
4
|
|
Content
Did the presentation
have valuable material relevant to the topics assigned?
|
Presentation
contained little to no valuable material.
|
Presentation
had moments where valuable material was present but as a whole content was
lacking.
|
Presentation
had a good amount of material (occasionally using exercises and problems to
illustrate a concept or citing actual business cases) and benefited the
class.
|
Presentation
had an exceptional amount of valuable material (using exercises and problems
to illustrate a concept, citing actual business cases) and was beneficial to
the class.
|
|
Organization
Was the presentation
well organized and easy to follow?
|
The
presentation lacked organization and had little evidence of preparation.
|
There
were minimal signs of organization or preparation.
|
Presentation
had organizing ideas but could have been much stronger with better
preparation.
|
Presentation
was well organized, well prepared and easy to follow.
|
|
Presentation
Did the presenters
speak clearly?
Did they engage the
class?
Was it obvious the
material had been rehearsed?
|
Presenters
were unconfident and demonstrated little evidence of planning prior to
presentation.
|
Presenters
were not consistent with the level of confidence/ preparedness they showed
the classroom but had some strong moments.
|
Presenters
were occasionally confident with their presentation however it was not as
engaging as it could have been for the class.
|
Presenters
were all very confident in delivery and they did an excellent job of engaging
the class. Preparation is evident.
|
|
Collaboration
Did
everyone
contribute
to
the
presentation?
Did
everyone
seem
well
versed
in the
material?
|
The
members
never
worked
from
others’ ideas.
It seems
as though
only a
few people
worked
on the
presentation.
|
The
members
sometimes
worked
from
others’ ideas.
However
it seems
as
though certain
people
did not do
as much
work as
others.
|
The
members
worked
from
others’
ideas most of the time. And it seems like everyone did some work, but some
people
are
carrying the
presentation.
|
The
members
always
worked
from
others’ ideas.
It was
evident that all
contributed
equally
to the
presentation.
|
|
Use of Media
Did the group use any
media or materials to support their presentation?
Did they reinforce
the presentation and are appropriate, easy to understand and attractive?
|
Media
is superfluous or nothing was used during the presentation.
|
Relies
heavily on the media used. Materials rarely support the presentation.
|
Looks
at the materials often to keep track of the presentation. They are easy to
use and understand.
|
Media
are used effortlessly to enhance presentation. Materials are appropriate,
easy to understand, and attractive.
|
5. INDIVIDUAL
BUSINESS PLAN:
Each learner
is required to submit a business plan as a final paper.
6.
RESEARCH
WORK:
AGSB recommends the use of standard style guides with
preference to that of the American Psychological Association (APA). The
following websites are suggested as guide references:
METHODOLOGY &
INTEGRATION:
This course is
offered normally to senior students who are expected to have completed pre-requisites
or majority of the core courses because of its integrative and wide-ranging
features. Likewise, learners can enhance
their learning process if they have good access to IT facilities such as
computers, internet services and other office systems.
It should be noted
that this course will be conducted with the use of facilitative and interactive
methods appropriate for adult learners such as cases studies, group discussions
and exercises, quizzes, individual and group presentations, role playing and
other learning and skill-building approaches.
Such methodologies are designed to enhance the personal development of
students who will take on leadership roles in their future endeavors.
It is expected
that the learner will have completed the assigned research/readings prior
to class. The short lectures will, in most instances, serve to
augment the readings and research material and will form the backdrop in
favor of maximum discussions by the learners in an interactive and
facilitative mode. In all instances, the learner is expected to
contribute to class discussions.
As may be applicable,
the case method and/or individual/group reports shall be used. It is expected
of learners to seek things out for themselves, because
real education is often a process of drawing out the learners’ minds,
not of pouring in ideas. The learner is expected to expand his
research outside of the handouts and textbooks.
GRADING SYSTEM:
Reports 30%
Participation 15%
Presentation 15%
Project Paper 30%
Attendance/Punctuality 10%
Total 100%
SPECIAL
ACCOMMODATIONS:
If a learner
is in need of course adaptation or special considerations due to certain disability
or other problems or constraints, the same should be discussed with the facilitator.
ACADEMIC INTEGRITY
POLICY:
Each
learner is responsible in knowing the standards that apply to academic integrity
and undertakings. Academic dishonesty
will not be tolerated and will result in the maximum penalty allowable as
defined n the Student Guidebook. The following are considered serious
violations per Guidebook:
- Cheating during exams
- Submitting spurious reports copied from
previous materials other than his/her own.
- Plagiarism.
In
understanding what constitutes Plagiarism, see the following sites:
In addition to what is stated in the
Guidebook, the following are examples of academic dishonesty, which are
pertinent to the requirements of this course:
·
Copying another student’s work including
assignments and reports
·
Use of “crib” sheets or other hidden note for
a quiz or an exam
·
Receiving assistance from anyone else with
take-home quizzes
MATERIALS OF
INSTRUCTION:
1. Textbook: Bygrave, William D.,
THE PORTABLE MBA IN
ENTREPRENEURSHIP, 3rd Edition
2.
Other references: Jerome A. Katz, Richard P. Green
Entrepreneurial small business
Boston, Mass: McGraw-Hill, 2007
Michael Schaper, Thierry Volery
Entrepreneurship and small business:
a Pacific Rim perspective, 2nd edition
Milton, Qld:John Wiley Sons, 2007
Donald F. Kuratko, Richard M. Hodgetts
Entrepreneurship: theory, process,
practice,
7th edition
Byrd, Mary Jane and Megginson, Leon C.
SMALL
BUSINESS MANAGEMENT: AN ENTREPRENEUR’S GUIDEBOOK, 6TH EDITION
McGraw-Hill, 2009
Timmons, Jeffrey and Spinelli, Stephen
NEW
VENTURE CREATION: ENTREPRENEURSHIP FOR THE 21ST CENTURY, 8TH
EDITION
McGraw-Hill, 2009
Katz, Jerry
ENTREPRENEURIAL
SMALL BUSINESS, 2ND EDITION
McGraw-Hill, 2009
Dr. Ed Morato
TRILOGY
ON ENTREPRENEURSHIP
3. Web References:
The
following APS online library resources are available for access:
a.
EBSCO
b.
Accessing Marketline Advantage Online
(See Appendices
A & B)
The
following internet resources can also be used:
|
Contains
related topics about entrepreneurship.
|
|
|
|
|
|
Includes
basics and definitions of Social Entrepreneurship, types and reasons for it.
|
|
|
The online
resource for building entrepreneurial economies.
|
|
|
Entrepreneurship
videos, podcasts and educational resources from Stanford University.
|
|
|
International
effort on a harmonization of entrepreneurship indicators and determinants.
|
SESSION 1
THE ENTERPRENEURAL PROCESS
Assignments
to be completed prior to session 1:
1. Obtain
a copy of the syllabus and familiarize yourself with the course.
2. Read
Chapter 1 of the textbook.
3. Individual
research on a desired business venture: type, kind, location, capitalization,
etc.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Provide
an overview of entrepreneurship;
2. Identify
the critical factors for starting a new enterprise;
3. Discuss
the personal attributes of an entrepreneur;
4. Understand
the environmental and sociological factors influencing entrepreneurship; and
5. Identify
the ingredients for a successful new business.
Activities:
1. The
facilitator and class members introduce themselves.
2. The
facilitator leads the discussion of course objectives, course requirements and
performance criteria.
3. The
facilitator organizes the class: groupings, class officers, assigning
responsibilities, etc.
4. The
facilitator may give the learners a short case or lead a discussion on the entrepreneurial
process.
SESSION
2
Assignments
to be completed prior to session 2:
1. Read
Chapters 2 and 3 of the textbook.
2. Learners
will identify opportunities, write a report and prepare to present it in class
using Power Point.
3.
Research: SEC, DTI,
BIR, Local government unit – incorporating the company, registering the
business name and logo, intellectual property recognition requirements, official
receipts & TIN, Barangay & Mayor’s permits.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Identify
and analyze business opportunities;
2. Identify
sources of data and information; and
3. Understand
the different governmental processes in the establishment of a new business.
Activities:
1. The
facilitator will select some learners to present their report on opportunities identified.
2. The
facilitator will discuss with the class the presentations and add his own
inputs in identifying and analyzing opportunities.
3. The
facilitator will orient the learners on the governmental requirements in establishing
a business.
4. The
facilitator reviews the topics and requirements for the next session.
SESSION 3
BUSINESS PLAN FRAMEWORK
Assignments
to be completed prior to session 3:
1. Read
Chapter 4 of the textbook.
2.
Read Internet
reference: Creating the Business Plan: http://www.businesstown.com/planning/creating.asp
3. Research:
The feasibility study.
4. Write
a dehydrated business plan of the opportunity identified.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Appreciate
the value of a business plan and how to write one;
2. Name
the types and components of a business plan;
3. Identify
potential problems in the preparation of a business plan; and
4. Differentiate
a business plan from a feasibility study.
Activities:
1.
Debate: Why create
a business plan?
2.
The facilitator
will discuss with the class the potential problems in writing a business plan.
3.
The facilitator
reviews the topics and requirements for the next session.
4.
The facilitator
assigns groups who will prepare Marketing plan, Operations plan and Financial
plan of an entrepreneurial venture.
SESSION 4
FUNCTIONAL PLANS
Assignments
to be completed prior to sessions 4:
1. Read
Chapters 5, 6 and 7 of the textbook.
2. Review:
Marketing, Operations and Financial Planning
3. Research:
Bank approval criteria and requisites.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Write
the functional plans of an entrepreneurial venture;
2. Prepare a Pro Forma Financial Statements;
3. Identify
ways and means of funding the venture; and
4. Learn
the process of acquiring bank financing.
Activities:
1. Three
(3) groups will be asked to present a Marketing plan, an Operations plan and a
Financial plan.
2. The
facilitator will discuss with the class the different plans presented.
3. The
facilitator will discuss with the class how to seek bank financing for an
entrepreneurial venture.
4. The
facilitator reviews the topics and requirements for the next session.
SESSION
5
ORGANIZING
THE ENTERPRISE
Assignments
to be completed prior to session 5:
a. Read Chapters 8, 9 and 10 of the textbook.
b. Research: Legal Forms of Business Organization.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Make
a decision on the form of organization for his entrepreneurial venture;
2. Learn
the legal, insurance and tax issues in establishing and running a business; and
3. Understand
the basics in intellectual property.
Activities:
1. The
facilitator will discuss with the class the different forms of business organizations,
their advantages and disadvantages.
2. The
facilitator will discuss with the class the legal, insurance, tax and
intellectual property issues confronting the entrepreneur.
3. The
facilitator reviews the topics and requirements for the next session.
SESSION
6
FRANCHISING
Assignments
to be completed prior to session 6:
1. Read
Chapter 11 of the textbook.
2. Research: How to Acquire a Franchise.
3. Groups will apply for a franchise and submit a report on the
activity.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Know
how to acquire a franchise; and
2. Understand
the advantages and disadvantages of a franchise.
Activities:
1. The
facilitator will organize a debate on which is a better approach: Becoming a
franchisee or starting a stand alone business.
2. Groups
will present their experience in acquiring or applying for a franchise.
3. The
facilitator reviews the topics and requirements for the next session.
SESSION
7
CASE
ANALYSIS EXERCISE: ACQUIRING A GOING COMPANY
Assignments
to be completed prior to session 7:
1.
Research: How to Acquire an Existing
Company.
2.
Prepare to analyze a case in class. Bring pad papers, pen/pencil,
calculator and other paraphernalia needed in writing a case analysis.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Know
the intricacies of purchasing a going company; and
2.
Learn the search process in acquiring a going company.
Activity:
Analyze
the case in the classroom.
SESSION
8
Guest
entrepreneur
LIVE
CASE
Learning
Objective:
At the end of this session, learners are expected to
competently appreciate the learning experience in listening to the guest
entrepreneur.
Activity:
Listen
to the talk of the guest entrepreneur and ask questions.
SESSION
9
RESEARCH / BUSINESS
PLAN PREPARATION
Note:
Learners will use this session to conduct research
and finalize their individual business plans. There will be no classroom meeting
for this session.
Learning
Objective:
Learners are expected to competently appreciate the learning
experience in conducting research and writing a business plan.
Activity:
Conduct
research and finalize individual business plan.
SESSION
10
MANAGING
GROWTH
Assignments to be completed prior to
session 10:
1. Read
Chapters 13 and 14 of the textbook.
2. Learners
will prepare a report on an actual case of business failure.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1.
Manage and sustain growth of the business venture; and
2.
Know how to harvest from the value created from the venture.
Activities:
1. The
facilitator will lead the discussion on why entrepreneurs fail in their business
ventures.
2. The
facilitator will organize a workshop on how best to proceed in harvesting value
created.
3. The
facilitator will integrate the outputs of the workshop.
4. The
facilitator reviews the topics and requirements for the next session.
SESSION
11
IT
OPPORTUNITIES / ETHICS AND SOCIAL RESPONSIBILITY
Assignments to be completed prior
to session 11:
1. Read
Chapter 12 of the textbook.
2. Research:
Ethics and Social Responsibility
3. Groups
will prepare a report on any of the following:
a. A
company’s experience in creating new business from the Internet or Internet-related opportunities;
b. A
company’s experience in creating an ethical business culture; or
c. A
company’s experience on the benefits it gained as a result of its social responsibility
activity or program.
Learning
Objectives:
At
the end of this session, learners are expected to competently:
1. Know how the Internet and Internet-related opportunities can create new
businesses for the entrepreneur;
2.
Explain how entrepreneurs benefit from an ethical business culture; and
3.
Appreciate how a socially responsible business gains long term value.
Activities:
1. Groups
will be asked to present their reports on the topics for the session.
2. The
facilitator will integrate the outputs of the presentations.
3. The
facilitator reviews the topics and requirements for the next session.
SESSION
12
FIELD TRIP TO AN
ENTREPRENEURIAL COMPANY
Learning
Objective:
At the end of this session, learners are expected to
competently appreciate the learning experience in visiting an entrepreneurial
company and listening
to the entrepreneur.
Activity:
Observe
and listen to the talk of the entrepreneur and ask questions.
SESSIONS
13 - 14
BUSINESS
PLAN PRESENTATIONS
Assignment to be completed prior to
sessions 13 - 14:
Complete the business plan.
Learning
Objective:
At the end of this session, learners are expected to
competently present a business plan to an audience.
Activity:
Presentation
of a business plan.
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