Post on 09-May-2018
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Business 733E Multi-Disciplinary Entrepreneurship
Fall 2016 Sept. 12, 2016-Dec 5 Preliminary Course Outline Human Resources and Management Area
DeGroote School of Business McMaster University
COURSE OBJECTIVE
Entrepreneurship is a heterogeneous phenomenon. It involved people with a wide range of
experiences, backgrounds, and academic and practical experience. Bringing together teams of
graduate students from different academic orientations to explore the development of new ventures
is one of the goals of this particular course. A secondary goal is to explore the theoretical and
empirical study of entrepreneurship, entrepreneurship promotion, development, support, and life-
cycle. This will allow students to draw on current theoretical frameworks to their future
entrepreneurial activities, through familiarity with what research says is most typical, effective, and
characteristic for new venture development.
No single way exists to start, develop and manage a business. In this course students will be
exposed to the challenges and hurdles entrepreneurs face when developing a new business. Students
in this course will be presented with both the strengths and weaknesses of conventional business
planning, while the course itself will focus primarily on research activities and contingency
planning.
Regardless of your future plans and hopes, this class can benefit you regarding how you think and
act, from an entrepreneurial perspective. The class consists of learning about risk and failure, and
growing from the experience. It is about learning to forge your ideas into workable business
concepts, research them, commit them to paper, and present them in a way to be tested to the
demands of the market. Students must write at a top level, argue the potential of their ideas, and
convince people like bankers, CEO’s, CFO’s, angel investors, and others that their ideas are worth
being born in the marketplace.
INSTRUCTOR AND CONTACT INFORMATION
Professor
Dr. Benson Honig
TA
Galini Gavrilidou
bhonig@mcmaster.ca galinigavrilidou@me.com
Office: DSB 406
Office Hours: by appointment
Tel: (905) 525-9140 x23943
Classes: Monday 6:30-9:30 DSBA102 DeGroote Business School (Main Campus)
COURSE ELEMENTS
Credit Value: 3 Leadership: Yes IT skills: No Global view: Yes
Avenue: No Ethics: Yes Numeracy: No Written skills: Yes
Participation: Yes Innovation: Yes Group work: Yes Oral skills: Yes
Evidence-based: Yes Experiential: No Final Exam: No Guest speaker(s): Yes
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COURSE DESCRIPTION
This course examines issues associated with mounting entrepreneurial ventures from a heterogeneous
university base and addresses such concerns as intellectual property, marketing, strategic human
resources, raising capital, and starting and growing a business in that context. The course is open to
students from all faculties as McMaster and provides an opportunity to develop networks for accessing
varied resources for entrepreneurial ventures.
LEARNING OUTCOMES
Upon completion of this course, students will be able to do the following:
Examine the totality of a business proposal for internal or external use, including the concept of
the Contingency Business Plan
Understand the various complexities, challenges and issues related to entrepreneurs/intrapreneurs
and business formation, including environmental characteristics of the entrepreneurial firm.
Develop diagnostic skills and a conceptual framework for new business management problems
through readings, discussions and case analyses
REQUIRED COURSE MATERIALS AND READINGS
In response to student concerns regarding reducing the costs of educational material, I streamlined
required material to consist of one inexpensive but important book (available as an e-book), 8 cases
that are cheaper to buy if you purchase them directly from the internet (rather than the bookstore) and
relevant journal articles also available for free from our library and two chapters plus free simulation.
Information on how to order the cases is presented at the end of this syllabus.
Komisar, R. (2000) The Monk and the Riddle. Boston: Harvard Business School Press.
Kindle Price: $9.99 includes free international wireless delivery via Amazon Whispernet
An addition, each student will obtain two chapters, that entitles them to also participate in a
simulation, costing $29.00 per student. This will be explained in class. This replaces a course reader,
previously costing over $60.00, representing another savings.
The following cases are required (see appendix for obtaining them @ $3.40 per case):
1) The Mark News Ivey 9B10M056
2) SERVY:Scaling a Restaurant-Tech Startup (Customer Acquisition)Use Realtime cases as per
appendix: This case was acquired at no cost to students!
3) Green Hills Hospital: Leading change management Ivey 9B12C037
4) : Future of Big Pharma? Ivey 9B05M047
5) Nanyang Optical: Beyond product design- from idea to launch Ivey AB06004
6) Teva Pharmaceutical Industries HBS9-707-441
7) Luminar: Leveraging big data using corporate entrepreneurship. Ivy: 8B14M063
8) Aravind eye care system: Providing total eye care to the rural population (Ivey 9B11A028)
Required Readings (most available for free from our library):
Alvarez, S and Barney, J.(2007). “Discovery and creation: Alternative theories of entrepreneurial
action”. Strategic Entrepreneurship Journal, vol1 (1):11-26.
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Drori, I and Honig, B (2013) A Process Model of Internal and External Legitimacy. Organization
Studies. 34: 345-376
Drori. Honig, and Ginsberg, 2010. Researching transnational entrepreneurship, in Honig et al (eds)
Transnational and Immigrant Entrepreneurship in a Global World, University of Toronto Press, 1-
30.
Gartner et.al. (1998). Predicting New Venture Survival: An Analysis of “Anatomy of a Start-UP.”
Cases from INC. Magazine, Journal of Business Venturing, vol 14, (2).: 215–232
Honig, B.(2004) Entrepreneurship education: Toward a model of contingency-based business
planning. Academy of Management Learning and Education Vol 3(3):258-273
Honig, B. (2013).Research Scholarship in the field of Entrepreneurship: A critical Review (Available
from Interpretive Simulations)
Honig, B. (2013). Institutionalization in the field of entrepreneurship research (Available
from Interpretive Simulations)
Honig, B; Samuelsson, M. (2012). Planning and the Entrepreneur: A longitudinal Examination of
Nascent Entrepreneurship in Sweden. Journal of Small Business Management 50(3):365-388.
Honig, B. (2001). Learning strategies of entrepreneurs and intrapraneurs, Entrepreneurship Theory
and Practice Vol 26:(1).
Mair, J and Marti, I. (2006). Social entrepreneurship research: A source of explanation, prediction, and
delight. Journal of World Business, Vol 41 (1):36-44.
Macmillan, I. C.; Siegel and Narasimha. (1985). Criteria used by venture capitalists to evaluate new
venture proposals. Journal of Business Venturing, vol 1. 119–128
Sarasvathy, S. (2001). Causation and effectuation: Toward a theoretical shift from economic
inevitability to entrepreneurial contingency. Academy of Management Review, vol 26(2):243-263.
Schumpter, j. (1947). The creative response in economic history. Journal of Economic History, 7, 149-
159.
Spors, K. (2007) Do start-ups really need formal business plans? The Wall Street Journal, Jan 9, 2007.
Sutton, R.I., & Hargadon, A. (1996). Brainstorming groups in context: Effectiveness in a product
design firm. Administrative Science Quarterly, 41, 685-734.
Zacharakis, A and Meyer, G. (1998). A lack of insight: Do venture capitalists really understand their
own decision process? Journal of Business Venturing, Vol 1. 57–76.
Supplemental Readings as follows :
A Sample Business Plan Truckit Now.com (HBS 9-801-151)
Can You Survive an Entrepreneur (HBS 9-484-081)
Managing innovation: controlled chaos, Quinn (HBR May-June 85)
How can big companies keep the entrepreneurial spirit alive? DeSimone (HBR Nov-Dec 95)
How to write a winning business plan, Rich and Gumpert (HBR May-June 85)
Bowen; Hisrich. 1986. The Female Entrepreneur: A Career Development Perspective, Vol 11,
Academy of Management Review.
Davidson and Honig. 2003. The role of social and human capital among nascent
entrepreneurs, Journal of Business Venturing 18(3): 301-331
Honig, B. 1998. What determines success? Examining the human, financial, and social capital of
Jamaican microentrepreneurs. Journal of Business Venturing, 13(5): 371-394
Honig, B. 2001. Human capital and structural upheaval: A study of manufacturing firms in the West
Bank. Journal of Business Venturing 16(6):575-594.
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Honig, B; Karlsson, T. 2003. Institutional forces and the written business plan. Journal of
Management.
Honig, B;Katongole, C;Perry, M. (2014) Entrepreneurial Promotion and Sustainability: The
Community as a Unit of Analysis in David Zoogah (eds) Advancing Research Methodology in the
African Context: Techniques, Methods, and Designs (Volume 10 of Research Methodology in
Strategy and Management Series).Emerald Publishers 167-188
Shane, S., Venkataraman, S., 2000. The promise of entrepreneurship as a field of research. Academy
of Management Review 25(1):217-226.
Zahara. 1999 .The changing rules of global competitiveness in the 21st century, vol 13 (1)Academy of
Management Executive.
EVALUATION
Components and Weights
Class participation
(you need to show up every week and participate in class discussions!)
(individual assignment)
20
Self Assessment paper (final) of team based activity from first 3 weeks (individual
assignment) 5
Personal evaluation of simulation exercise (individual assignment) after last simulation and
announcement of winning teams 5
Entrepreneur interview (individual assignment)
10
Team grade: Based on 8 team case essays & 1 article presentation (group) 25
Team simulation and trial activity (extra points for winning team) (group)
10
Team** written project and presented project (includes Team presentations) (group) 25
TOTAL 100%
Grade Conversion
At the end of the course your overall percentage grade will be converted to your letter grade in accordance
with the following conversion scheme.
LETTER GRADE PERCENT
A+ 90 - 100 A 85 - 89 A- 80 - 84 B+ 75 - 79 B 70 - 74 B- 65 - 69 F 00 - 64
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Communication and Feedback
Students that are uncomfortable in directly approaching an instructor regarding a course concern may
send a confidential and anonymous email to the respective Area Chair or Associate Dean:
http://www.degroote.mcmaster.ca/curr/emailchairs.aspx
Students who wish to correspond with instructors or TAs directly via email must send messages that
originate from their official McMaster University email account. This protects the confidentiality and
sensitivity of information as well as confirms the identity of the student. Emails regarding course issues
should NOT be sent to the Administrative Assistant.
Instructors should conduct an informal course review with students by Week #4 to allow time for
modifications in curriculum delivery. Instructors should provide evaluation feedback for at least 10% of
the final grade to students prior to Week #8 in the term.
Students who wish to have a course component re-evaluated must complete the following form:
http://www.mcmaster.ca/policy/Students-AcademicStudies/Form_A.pdf
In order for the component to be re-read:
the component must be worth 10% or more of the final grade in the course
students pay a fee of $50 in Gilmour Hall #209 (receipt is then brought to APO)
the Area Chair will seek out an independent adjudicator to re-grade the component
an adjustment to the grade for the component will be made if a grade change of three points or greater
on the 12 point scale (equivalent to 10 marks out of 100) has been suggested by the adjudicator as
assigned by the Area Chair
if a grade change is made, the student fee will be refunded
Team Assignments The purpose of the team assignment is to familiarize students with important knowledge regarding how
complementary experiences enhance entrepreneurial ventures, providing expanded networks, ideas, and
capabilities. Students will form teams of 2-3 and each team will email Dr. Honig (bhonig@mcmaster.ca)
providing a list of team member names (first and last), the idea or concept they propose to study. The
email will be copied to all team members so that all have a record of each other’s email addresses. No
restaurants, bands, clubs, or basic and well known service ideas will be permitted. Students will need to
develop a unique or creative concept, product, service, or niche that can be assessed through appropriate
research during the course.
Team assignments (per team of two- three students) Case Write-ups: There are 8 case studies. Each group will prepare a 1-2 page case summary, double
spaced, 12 point type. The case should be analyzed from the viewpoint of the questions asked
either in the text or assigned in class. Any material specifically used in the write up from
additional readings should be properly cited. Every group will hand in a write-up on each of the
cases.
Simulation: Students will compete in a simulation that will take place over 8 weeks during the
course. There will be a 10% grade associated with performance in the simulation
Team Project is due on the last class when each group will present their concept/analysis.
The Team Project and Presentation will consist of one of the following options:
Option # 1: Form a team (max. 3) to systematically analyze and assist an intrapraneurial venture for
an existing firm. You will meet with the relevant parties, examine internal (and perhaps proprietary)
documentation, perform a business analysis, and write a complete business consulting report for that
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venture. The report should be approximately 20 pages long (+ appendices), and you must present your
findings during the final 15 min. presentation forum.
Option # 2: You may be seriously considering starting a firm. Most students will NOT be in this
situation. If you are, you will need to build a team, and advance your idea in practical terms. Please
plan on meeting me to confirm the acceptance of your business idea for this course. A written
component of between 10 – 20 pages, total, consisting of ONLY the executive summary and company
overview, ONE selected section of your choice from a typical business plan (from the list following
this summary: any of numbers 3-8) and a summary or conclusions section. In general, I will be
interested in learning what you DID regarding advancing your business – writing a nice plan is more or
less irrelevant. You will need to demonstrate considerable research in this option.
The project will provide student groups of a maximum of three persons a chance to put into practice
what they have learned in other courses including market research and investigation of marketing
channels, developing short and long term strategy and managing the financial aspects of a start-up
venture. Groups will also provide a 10-15 minute presentation during our last class.
For those choosing option #2, you will need to do #’s 1 and/or 2, 9, and one other selection of your
choice from the following list:
1. Executive Summary
2. Company Overview
3. The Proposed Products or Services
4. Markets and Marketing Strategy
4.1 Market Description and Market Need
4.2 Competitive Analysis (including entry barriers and competitive advantage)
4.3 Marketing Strategy and Sales Forecast
4.4 Environmental Analysis
5. Operations (including scheduling and milestones)
6. Organization, Management and Manpower
7. Financial Projection
7.1 Proforma Income Statement (Profit and Loss) Projection
7.2 Proforma Balance Sheet
7.3 Cash Flow Analysis
7.4 Break Even and Sensitivity Analysis
8. Risks and Uncertainty Factors
9. Summary and Conclusions
Students will organize teams of 2-3 members on the first day of class to assure that all the teams have
ample time to accomplish the research needed to conclude on their findings for the project.
Individual assignments:
Each student will interview an Entrepreneur of choice (1-2 pages, double spaced, 12 point type).
Please address both personal and business aspects in your interview. (Additional instructions will
be provided during the first class). Each student will also complete an evaluation of their team
activity from the first 3 weeks of class. Finally, each student will complete
On an individual basis, each participant in the course will also develop and prepare a self assessment
paper on their own strengths, abilities and shortcomings as a potential entrepreneur. You
should also include a reflection of the value of the simulation exercise to your self-learning.
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This assignment is due on the last class. From a personal viewpoint, this assignment may be the
single most important one for you in this class. View it as such, and put your heart and soul into
it. (3 pages maximum, double spaced, 12 point type).
Assignments All assignments must be printed on paper, and handed in on each due date.
MISSED WORK
Late assignments will not be accepted. No extensions are available except under extraordinary
circumstances. Please discuss any extenuating situation with your instructor at the earliest possible
opportunity.
Students are expected to come to class thoroughly prepared as indicated in the course schedule. If, for
some reason, this is impossible, please contact the instructor. 100% attendance is expected.
ACADEMIC DISHONESTY
It is the student’s responsibility to understand what constitutes academic dishonesty. Please refer to the
University Senate Academic Integrity Policy at the following URL:
http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicIntegrity.pdf
This policy describes the responsibilities, procedures, and guidelines for students and faculty should a
case of academic dishonesty arise. Academic dishonesty is defined as to knowingly act or fail to act in a
way that results or could result in unearned academic credit or advantage. Please refer to the policy for a
list of examples. The policy also provides faculty with procedures to follow in cases of academic
dishonesty as well as general guidelines for penalties. For further information related to the policy, please
refer to the Office of Academic Integrity at:
http://www.mcmaster.ca/academicintegrity
REQUESTING RELIEF FOR MISSED ACADEMIC WORK
Students may request relief from a regularly scheduled midterm, test, assignment or other course
component in the following ways:
a) for absences from classes lasting up to three (3) days;
b) for absences from classes lasting more than three (3) days; or
c) for conflicts arising from Student Experience - Academic Office approved events
a) for absences from classes lasting up to three (3) days:
Students must use the MSAF (McMaster Student Absence Form). This is an on-line, self-reporting
tool, for which submission of medical or other types of supporting documentation is normally not
required. Students may use this tool to submit a maximum of one (1) request for relief of missed
academic work per term as long as the weighting of the component is worth less than 25% of the
course weight. Students must follow up with their course instructors regarding the nature of the relief
within two days of submitting the form. Failure to do so may negate the opportunity for relief. It is the
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prerogative of the instructor of the course to determine the appropriate relief for missed term work in
his/her course. Details are described below.
If the value of the component is worth 25% or more, students must report to their Faculty Office (the
Student Experience – Academic Office for Commerce students) to discuss their situation and will be
required to provide appropriate supporting documentation.
Please visit the following page for more information about MSAF:
http://academiccalendars.romcmaster.ca/content.php?catoid=18&navoid=3204#Requests_for_Relief_f
or_Missed_Academic_Term_Work
b) for absences from classes lasting more than three (3) days:
Students cannot use the MSAF. They MUST report to their Faculty Office (the Student Experience –
Academic Office for Commerce students) to discuss their situation and will be required to provide
appropriate supporting documentation.
Students who wish to submit more than one request for relief of missed academic work per term cannot
use the MSAF. They must report to the Student Experience – Academic Office and discuss their
situation with an academic advisor. They will be required to provide supporting documentation and
possibly meet with the Manager.
c) for conflicts arising from Student Experience - Academic Office approved events:
Students unable to write a mid-term at the posted exam time due to the following reasons: religious;
work-related (for part-time students only); representing university at an academic or varsity athletic
event; conflicts between two overlapping scheduled mid-term exams; or other extenuating
circumstances, have the option of applying for special exam arrangements. Please see the DeGroote
Missed Course Work Policy for a list of conflicts that qualify for academic accommodation:
http://ug.degroote.mcmaster.ca/forms-and-resources/missed-course-work-policy/
Such requests must be made to the Student Experience – Academic Office at least ten (10) working
days before the scheduled exam along with acceptable documentation. Non-Commerce students must
submit their documentation to their own Faculty Office and then alert the Student Experience –
Academic Office of their interest in an alternate sitting of the midterm.
Adjudication of all requests must be handled by the Student Experience – Academic Office.
Instructors cannot allow students to unofficially write make-up exams/tests.
The MSAF cannot be used during any final examination period.
If a mid-term exam is missed without a valid reason, students will receive a grade of zero (0) for that
component.
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STUDENT ACCESSIBILITY SERVICES
Student Accessibility Services (SAS) offers various support services for students with disabilities.
Students are required to inform SAS of accommodation needs for course work at the outset of term.
Students who require academic accommodation must contact Student Accessibility Services (SAS) to
make arrangements with a Program Coordinator. Academic accommodations must be arranged for each
term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-
mail sas@mcmaster.ca.
For further information, consult McMaster University’s Policy for Academic Accommodation of Students
with Disabilities:
http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicAccommodation-
StudentsWithDisabilities.pdf
POTENTIAL MODIFICATIONS TO THE COURSE
The instructor and university reserve the right to modify elements of the course during the term. The
university may change the dates and deadlines for any or all courses in extreme circumstances. If either
type of modification becomes necessary, reasonable notice and communication with the students will be
given with explanation and the opportunity to comment on changes. It is the responsibility of the student
to check their McMaster email and course websites weekly during the term and to note any changes.
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COURSE SCHEDULE
Date Title Reading Resources
WEEK 1
Sept 12 Introduction to the
Course
Decide on Teams for Team Project and Presentation
Teams should try to ensure heterogeneity for maximum
quality.
WEEK 2
Sept. 19
Practical Team Based
Two Week Activity
Begins
.Required Reading for this Session:
Kelly K. Spors, Interview. Jan. 9, 2007. Do Start-Ups
Really Need Formal Business Plans? The Wall
Street Journal
Honig, B. 2004. Entrepreneurship Education: Toward a
Model of Contingency-Based Business Planning.
Academy of Management Learning and
Education 3(3) 258-273.
Sarasvathy, S. D. 2001. Causation and effectuation:
Toward a theoretical shift from economic
inevitability to entrepreneurial contingency.
Academy of Management Review. Vol. 26 (2), p.
243-263
WEEK3
Sept. 26 Contingency Business
Planning for new
ventures
Discussion of Case#1 The Mark News (turn in case write-
up today) Ivey 9B10M056 1) What is the Schumpeterian notion of entrepreneurship?)
2.Discuss the economics of the legacy newspaper industry
a) What are the challenges it faces?
b) What is the threat from entrepreneurial entrants like The Mark?
c) Given the challenges, do legacy newspapers have a future? If not,
should we be concerned?
3. What are the strengths and weaknesses of The Mark, and what can
Anders do to grow revenue?
Required reading:
Schumpter, j. (1947). The creative response in economic
history. Journal of Economic History, 7, 149-159.
Supplemental reading
Shane, S., Venkataraman, S., 2000. The promise of
entrepreneurship as a field of research. Academy of
Management Review 25(1):217-226
Two Week Practical Team project continues
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Date Title Reading Resources
WEEK 4
Oct. 3
Orientation to
Simulation
Simulation Begins
Orientation to Simulation
Interpretive Simulations. Break-out into groups, each
group will need a computer or laptop and a break-out
room. There will be no formal class session on this date.
Students will meet in groups of four and participate in a
simulation activity.
This Simulation will run for eight weeks. Details in class.
Hand in one page individual assessment of team activity
Week 4
Oct. 7 Theories of
Entrepreneurship &
Obtaining seed capital
and entering new
markets
Discussion of Simulation
Case # 2 SERVY:Scaling a Restaurant-Tech Startup
(Customer Acquisition)
Use Realtime cases as per appendix
Please write Robert a very detailed email about what you're
preparing to discuss with him including an agenda and key
points.
Items to address in your email:
(1) Is Robert's plan feasible? If not, what do you think is more
reasonable?
(2) What are some key resources Robert needs in order to
achieve the goal?
(3) Why is it challenging to build two user bases at once? How
is this unique in Robert's industry (hospitality software)?
(4) What is your overall strategy? How would you roll it out
over the course of the next few months?
(5) How do you plan to evaluate the effectiveness of the
strategy along the way?
Required reading:
Alvarez, S and Barney, J.(2007). “Discovery and creation:
Alternative theories of entrepreneurial action”. Strategic
Entrepreneurship Journal, vol1 (1):11-26.
Supplemental reading
Shane, S., Venkataraman, S., 2000. The promise of
entrepreneurship as a field of research. Academy of
Management Review 25(1):217-226.
WEEK 5
Oct.13 class
moved to
Thurs due to
Thanksgiving!
What are you doing with
your career? What do you
want to accomplish?
Discussion, Simulation
Discussion of Case #3: Green Hills Hospital: Leading
change management Ivey 9B12C037
1) The Lees had two very different experiences at GHH within 4
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Date Title Reading Resources
months. What might have taken place within that time frame that
lead to a deterioration in the value proposion?
2) Organizational performance can be measured by financial and
non-financial metrics. All value propositions have visible and
invisible indicators that can be observed by customers. What are the
seven types of visible waste at the GHH post-intervention?
3) What are the root causes of the seven types of visible waste post –
intervention?
4)Has the GHH lean management been successful?
Required Reading for this Session:
The Monk and the Riddle (pg. 1-95)
WEEK 6
Oct. 17 The organizational plan
and International
Entrepreneurship
Discussion, Simulation
Discussion, Entrepreneur Interviews
Discussion of Case#4 : Future of Big Pharma? Ivey
9B05M047
Questions for Big Pharma:
1.In view of the fact that the US, Europe and Japan form the bulk of customers for Pharmaceutical companies, how would you develop a global marketing strategy? 2. How would you develop a global plan for a pharmaceutical or biotech company’s R&D? What factors would influence your choice of countries and your choice of diseases to target? To what degree and in what countries should a pharmaceutical company invest in biotechnology as the basis for the development of future drugs? 3. What are the implications of governments throughout the world being involved in the setting of prices? Will it be possible to prevent parallel trading of your products, as people buy your product in low-price countries and ship it to high-price countries? 4) How should you incorporate less-developed countries in your strategy?
Required Reading for this Session:
The Monk and the Riddle (pg. 95-end)
Gartner et.al. 1998. Predicting New Venture Survival: An
Analysis of “Anatomy of a Start-UP.” Cases from INC.
Magazine, vol 14,Journal of Business Venturing,
Entrepreneur Interviews must be handed in today
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WEEK 7
Oct. 24 Venture Capital
and the Market
Environment
Discussion of Simulaltion
Discussion of Case #5 (Turn in case write-up today) : Nanyang
Optical: Beyond product design- from idea to launch Publication #
(ABCC-2006-004) Questions for Nanyang:
1. Analyze the traits that drive Yang, as an entrepreneur and designer
2. Evaluate Eye-Biz’s progress through the produce development stage
3. Assess Eye-Biz’s potential in the remaining stages, specifically manufacturing and launch
4. Evaluate Yang’s approach to product design based on the principles of value innovation.
Required Reading for this Session:
Criteria used by Venture Capitalists to Evaluate New Venture
Proposals Macmillan et. al. Journal of Business Venturing
Zacharakis, A and Meyer, G. (1998). A lack of insight: Do venture
capitalists really understand their own decision process? Journal of
Business Venturing, Vol 1. 57–76.
Supplementary Reading:
Zahara. 1999 .The changing rules of global competitiveness in the
21st century, vol 13 (1)Academy of Management Executive.
WEEK 8
Oct 31 The marketing plan
Discussion of Case #6: Teva Pharmaceutical Industries HBS9-
707-441 (turn in case write-up today)
1) How did Teva succeed in Israel? Why did such a company
emerge in Israel? How did Teva set itself apart from its
competitors in Israel?
2) As CEO of Teva, which markets would you concentrate on
developing going forward?
3) As an executive in ‘big pharma’, what approach would you
take to deal with Teva?
4) Where is Teva vulnerable going forward?
Discussion of Simulation
Required Reading for this Session:
Drori. Honig, and Ginsberg, 2010. Researching transnational
entrepreneurship, In Honig et al (eds) Transnational and Immigrant
Entrepreneurship in a Global World, 1-30.
Knight, G. (2000). Entrepreneurship and marketing strategy: the
SME under globalization. Journal of International Marketing, 12-
32.
Lee, J. S., & Hsieh, C. J. (2010). A research in relating
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entrepreneurship, marketing capability, innovative capability and
sustained competitive advantage. Journal of Business & Economics
Research (JBER), 8(9).
WEEK 9
Nov. 7 Innovation B
Elly Zeng
Innovation B
Discussion of Simulation and of innovation and creativity
Required Reading
Sutton, R.I., & Hargadon, A. (1996). Brainstorming groups in context:
Effectiveness in a product design firm. Administrative Science
Quarterly, 41, 685-734.
Drori, I and Honig, B (2013) A Process Model of Internal and
External Legitimacy. Organization Studies. 34: 345-376
Film on Innovation
WEEK10
Nov. 14 Legal Issues
And
Intrapreneurship
Simulation evaluations to be handed in today.
Discuss simulation interpretive simulations
Discussion of Case #7 (Turn in Case write-up today)
Luminar: Leveraging big data using corporate
entrepreneurship Questions for Luminar case:
1. What is the promise of big data, and how does luminar
plan to exploit it in order to create value?
2. Can Luminar grow and sustain SCA?
3. Should luminar be exploited as a stand along enterprise or
as a corporate venture within Entravison? As a CV, how
much autonomy should it have within Entravision, and how
can Rios secure internal buy in?
Required Reading
Honig, B. 2001. Learning strategies of entrepreneurs and
intrapraneurs, Entrepreneurship Theory and Practice vol
26:(1).
WEEK 11
Nov. 21 Ethical and Social
Responsibility
Discussion of Case #8: Aravind eye care system: Providing total eye
care to the rural population. (Ivey 9B11A028). Questions for
Aravind:
1. What should the objectives for Aravind Eye Care Stystem, and what implications do these objectives have for rural markets? (As Aravind is the largest provider of eye care services in Tamil Nadue, the gap in the performance of cataract surgery between Tamil Nadu state and the stae of Gujarat may be used as an indicator of possible improvement performance for Aravind).
2. Examine the reasons for the poor acceptance of eye care services by rural consumers. This answer may require examining rural consumers’ requirements and comparing
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them with Aravind’s service offering. 3. Evaluate the options available to improve consumer
acceptance, taking into consideration the poor acceptance identified above.
4. Recommend methods to improve the acceptance of eye care services among rural consumers.
Required Reading
Mair, J and Marti, I. (2006). Social entrepreneurship research: A
source of explanation, prediction, and delight. Journal of World
Business, Vol 41 (1):36-44.
WEEK 12
Nov. 28 Final Presentation
Preparation
This day is designed for teams to finalize their preparations for the
final project due the following week. There will not be a
formal class meeting, rather, you will be encouraged to
use the classroom to practice your presentation, or for
other team activities (developing final write-up).
I will be available all day to meet with each team group as
necessary for individual team consultations.
Week 13
Dec. 5 Final Presentations Class presentations: 15 min each group.
Required for all students – this class will be where you
“vote” or evaluate all team projects. Each group will submit
a group evaluation form for each presentation.
All hard copies of presentations are due today.
Self Assessment also must be handed in today
Step-by-Step Instructions for Students to receive video case #2 due Oct. 3:
Create an RTC Account and Register for a Course
1
Instructor: Benson Honig
Course Title: Business 733E: Multi-Disciplinary Entrepreneurship
Course ID: 3RW1Q1QRFV
Step-by-Step Instructions for Students:
Create an RTC Account & Register for a Course
Before you can access the case material, you will need to create a login for the Real Time
Platform. You only need to do this once, so if you’ve used the platform before, you should
already have an account. If you are not sure, you can try logging onto the platform or
resetting your password (http://bit.ly/rtcresetpass).
Create a New Student Account
1. To create a new student account, go to: http://bit.ly/rtcstudent. You can also register by
clicking Register, then Student at http://www.realtimecases.com.
2. Fill out the information and click Register.
3. A confirmation email will be sent to the address you used to register. Once you confirm
your email, you will receive an email with directions on how to complete the registration
process.
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Confirmation Email Message
Step-by-Step Instructions for Students:
Create an RTC Account and Register for a Course
2
4. Once you’ve completed your registration, you will be logged in automatically.
5. To access your account in the future, all you need to do is click LOG IN to enter the
platform.
6. The first time you log onto the platform, there will be series of prompts to help you get
started. Use the Next button to continue the orientation or Skip if you are ready to
proceed.
Successful Registration Email
Step-by-Step Instructions for Students:
Create an RTC Account and Register for a Course
Registering for a Course
Your instructor should have provided you with a 10-Digit Course ID. This is required to view the
case material on the Real Time Platform. Refer to the information your instructor provided or
contact them for this information. [3RW1Q1QRFV]
1. Log on to the Real Time platform with your username and password.
a. Go to: http://www.realtimecases.com and click Log In in the upper left menu.
b. Type in your username and password.
2. From Home, click Register New Course on the top right corner.
3. Copy & Paste/Type your 10-Digit Course ID.
4. Review the course information carefully to verify you are enrolling in the correct course.
5. Purchase/Subscribe to your materials.
6. Now you are ready to use Real Time Cases!
Course ID:
3RW1Q1QRFV
If you have any questions or need assistance, do not hesitate to contact our support team:
• Email: support@realtimecases.com
• Phone: (703) 672-3944
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