This document outlines the syllabus for ENT 2000 - Introduction to Entrepreneurship, being offered in Spring 2014. The course will cover characteristics of entrepreneurs, evaluating business opportunities, developing a business plan, and securing funding. Students will learn concepts through readings, videos, guest speakers, and a team feasibility project. They will also interview a local entrepreneur and submit a paper. The course will be taught on Tuesdays and Thursdays from 2-3:20pm in Building 400, Room 418. The instructor, Perry L Kenneth, has started several small businesses. Key assignments include an entrepreneur interview paper, midterm and final exams, and a team feasibility project presentation.
Prepare For A Career Fair To Impress Employers
Common Mistakes Students Make At Career Fairs
Your Self-introduction
Connecting The Dots On Resumes
Practice Activity: “Meeting A Career Fair Employer”
In Module IV. you will discover how to meet the challenges of job searching with the creation and execution of S.M.A.R.T. Goals.
Specific-Create a High Potential Target List of Employers
Measurable-Start Early – Make Each Step Count!
Attainable-Alternative Strategies and Resources
Realistic-Take Charge of Your Job Search
Timely-Job Search Planogram – Tips from Retail Experts
Feb 10 the ultimate guide to landing your first job out of collegeTiptaveeOates
This document provides guidance on landing your first job out of college. It discusses finding your ideal job fit by determining what is most important to you in a career. It then covers creating a professional story to highlight your skills and qualifications for specific roles. The document offers tips for optimizing your job search, fine-tuning application materials like resumes and cover letters, and acing interviews. Finally, it provides advice on evaluating job offers, including how to properly accept or decline an offer. The overall document is a comprehensive guide to navigating the job search process from start to finish after graduating from college.
This document outlines an agenda for a seminar on perfecting international students' elevator speeches for job searches. It includes:
1. An introduction to the importance of elevator speeches as 30-60 second self-introductions used to get interviews.
2. Steps for creating an effective elevator speech, including including who you are, your objective, relevant experience, and a request for how they can help.
3. Tips for competitively articulating skills and minimizing communication anxiety through awareness of US business customs differences.
4. A practice activity where students record a 30 second self-introduction as if meeting an employer at a career fair.
This document provides guidance on developing behavioral interview questions to identify the best candidate for a position. It recommends asking questions focused on how applicants have handled real situations in the past, which can predict future performance. Sample questions are provided to evaluate candidates' initiative, stress tolerance, planning/organizing skills, technical abilities, work standards, teamwork, communication skills, leadership, and job motivation. The questions are intended to confirm resume details and understand skills relevant to the open role.
In Module VII. you will learn more about the U.S. immigration process and how to explain to prospective employers about how easy it is to hire you for co-op assignments and post-graduation employment.
The document provides guidance on writing effective CVs and cover letters using a three-step approach called "Relate, Demonstrate, Captivate." It advises researching the employer to understand their needs, providing specific examples to demonstrate skills and qualifications, and highlighting unique achievements and experiences to stand out from other candidates. The goal is to craft CVs and cover letters that relate directly to the employer's requirements, provide evidence of one's abilities, and captivate the reader's attention.
Prepare For A Career Fair To Impress Employers
Common Mistakes Students Make At Career Fairs
Your Self-introduction
Connecting The Dots On Resumes
Practice Activity: “Meeting A Career Fair Employer”
In Module IV. you will discover how to meet the challenges of job searching with the creation and execution of S.M.A.R.T. Goals.
Specific-Create a High Potential Target List of Employers
Measurable-Start Early – Make Each Step Count!
Attainable-Alternative Strategies and Resources
Realistic-Take Charge of Your Job Search
Timely-Job Search Planogram – Tips from Retail Experts
Feb 10 the ultimate guide to landing your first job out of collegeTiptaveeOates
This document provides guidance on landing your first job out of college. It discusses finding your ideal job fit by determining what is most important to you in a career. It then covers creating a professional story to highlight your skills and qualifications for specific roles. The document offers tips for optimizing your job search, fine-tuning application materials like resumes and cover letters, and acing interviews. Finally, it provides advice on evaluating job offers, including how to properly accept or decline an offer. The overall document is a comprehensive guide to navigating the job search process from start to finish after graduating from college.
This document outlines an agenda for a seminar on perfecting international students' elevator speeches for job searches. It includes:
1. An introduction to the importance of elevator speeches as 30-60 second self-introductions used to get interviews.
2. Steps for creating an effective elevator speech, including including who you are, your objective, relevant experience, and a request for how they can help.
3. Tips for competitively articulating skills and minimizing communication anxiety through awareness of US business customs differences.
4. A practice activity where students record a 30 second self-introduction as if meeting an employer at a career fair.
This document provides guidance on developing behavioral interview questions to identify the best candidate for a position. It recommends asking questions focused on how applicants have handled real situations in the past, which can predict future performance. Sample questions are provided to evaluate candidates' initiative, stress tolerance, planning/organizing skills, technical abilities, work standards, teamwork, communication skills, leadership, and job motivation. The questions are intended to confirm resume details and understand skills relevant to the open role.
In Module VII. you will learn more about the U.S. immigration process and how to explain to prospective employers about how easy it is to hire you for co-op assignments and post-graduation employment.
The document provides guidance on writing effective CVs and cover letters using a three-step approach called "Relate, Demonstrate, Captivate." It advises researching the employer to understand their needs, providing specific examples to demonstrate skills and qualifications, and highlighting unique achievements and experiences to stand out from other candidates. The goal is to craft CVs and cover letters that relate directly to the employer's requirements, provide evidence of one's abilities, and captivate the reader's attention.
This document provides an outline and overview for a presentation titled "Managing Your Career: Preparing for the Future" to be given at the MAILCOM 2011 conference. The presentation will cover topics such as managing career transitions, developing a career objective, conducting market research, and preparing a resume. It will provide advice and tools to help attendees prepare for their career futures.
Networking is a process of establishing mutually beneficial connections through interactions. The international students job search seminar discusses improving networking skills, including understanding US cultural norms, steps to better networking, and the importance of practice. Cultural norms, social skills, and networking are discussed to help international students expand their professional networks and stand out in their job searches.
This document is the syllabus for an English 102 college writing course. It provides information about the instructor, course description and goals, required textbook, assignments and deadlines, grading policy, attendance policy, and plagiarism policy. The course will focus on developing skills in persuasive and expository writing through four major assignments centered around analyzing how environments affect people and events. Students will complete daily writing assignments, participate in class discussions, and submit drafts and revisions of their major papers. The course uses a point-based grading system and attendance is mandatory.
This document outlines an 8-week career discovery project for pledges. The project involves researching industries, careers, and job functions of interest. It then guides pledges through finding relevant internships, crafting cover letters and resumes, applying, and following up. The goal is to teach the process of obtaining job offers. Pledges will submit their work for evaluation and the best projects will be archived for future generations. Completing each assignment competently is expected, while pledges will determine their own work's adequacy.
Slides from the recent ABS PR Seminar, changing skills for changing times.
Tracy Playe's can be downloaded from: http://prezi.com/ska23isrjrch/maximising-the-impact-of-social-media-engagement-on-small-budgets/
This document provides guidance on creating an effective resume that will attract employers and land interviews. It emphasizes that the purpose of a resume is to sell the applicant's skills and experiences to the employer. The resume should be tailored for each specific job by focusing on how the applicant can address the employer's needs. The summary or profile section at the top is the most important part for grabbing the employer's attention in the first 30 seconds. It should highlight the applicant's strongest qualifications and qualifications most relevant to the target job. Proper formatting, a focus on accomplishments over responsibilities, and proofreading are also advised to create a resume that stands out.
Seminar 9 Asset creation and Designing Your Life - 10 May and 13 May 2021Fahri Karakas
In this seminar, we will go over your portfolio project expectations and guide you on how to prepare an outstanding and creative portfolio. We will go over numerous checklists to guide you in the right direction.
We will also cover a wide variety of topics that will help you in your journey of asset creation.
We will cover the following topics:
-Life Advice: A Poster Guide
- Act Now: You Need Courage and Action
- Gen Z are hustling for their post-covid futures
- Welcome to the YOLO economy
- Exercise: Which Assets will you create?
-What Causes Creativity?
- Storytelling Secrets
- London StorySlam
- Case Study: Gary Vaynerchuk
- Case Study: How to go viral
- Case Study: Principles for Content Creation
- Kevin Kelly: Reach Your 1000 True Fans
- Life Advice from Kevin Kelly
- Advice from Jay Samit: Futureproofing You and Disrupt Yourself
- Disruption and Innovation: Your Role
- Shared Economy and crowdfunding: Capital C
- Create Your Own Creative Assets on the Internet
- Creating Assets is like rolling 1000 snowballs down
- The rise of the entrepreneur
- Daniel Priestly: 10 Challenges for the Entrepreneur
- Becoming an Entrepreneur by Anna Vidal
- Guide books to Side Hustles
- Entrepreneur Revolution
-Shark Tank Exercise
- Startup school by Y Combinator: Register!
_ Productivity Manifesto
- How to start your day
- Create your own assets now
- Steve Jobs Quote
Lectures 1 and 2 - Employability, Creativity, and Personal development 2 oc...Fahri Karakas
Introductions
Introduction to the module Module
Objectives
Hackathon
Module Structure and Assignments
Expectations
Introduction to Career Management: Careers of 21st century
Self-Making and Creativity
New perspectives on careers and employability
Adventures: Individual and Team Exercises
Inspiring Careers
Shark Tank
The document provides an overview of the Lean LaunchPad course including:
- The course objectives are to analyze opportunities, build products, get customer orders, and work as a team using a methodology to learn about entrepreneurship.
- Students will learn about opportunity evaluation, business models, customer development, decision making with little data, and fundraising.
- The course consists of lectures, student presentations, readings, and 10-15 hours per week of work outside class in teams on startup projects.
- Grades are based on team's out-of-building progress, weekly presentations, and a final presentation and report. The focus is on how much students learn, not on selling.
This document provides information about career services resources available to students. It discusses how using career services can help students find internships and jobs. It also lists career services staff and describes the various types of help offered, including resume and interview preparation. Students are encouraged to take advantage of career fairs, recruiting software, and other job search resources. The resume, interview, and career fair sections provide tips for students on developing effective materials and strategies for connecting with employers.
Teaching Assistant Handbook for the Lean LaunchPad CourseStanford University
The document provides guidance for Teaching Assistants (TAs) for the Lean LaunchPad course at Stanford University. It outlines the key roles and responsibilities of TAs, which include: recruiting student teams for the class; setting up the class website and marketing the class; recruiting mentors and advisors; managing the class website and communication; and assisting with class sessions including collecting student presentations and providing feedback. The document is intended to prepare new TAs by explaining the processes, timelines and tasks involved in assisting with the Lean LaunchPad course.
The September Recruitment Survival Guide: 6 Tips & Tricks for Getting Noticed...TalentEgg1
Created by TalentEgg, this free guide for students and grads is filled with valuable recruitment tips, articles, and insights to help them hatch an egg-citing new career.
The document provides tips on overcoming common MBA application obstacles such as low GPA, lack of business experience, and not having interesting stories. It discusses strategies like retaking exams, gaining leadership experience through volunteering, and finding ways to quantify seemingly unquantifiable achievements. The presentation aims to help applicants recognize their weaknesses and strategize ways to overcome them in their applications.
This document provides an overview of consulting recruiting for students interested in a career in consulting. It begins with an introduction to the consulting industry and an overview of the types of consulting firms. It then outlines the recruitment process for consulting internships and full-time roles, including important timelines and on-campus resources. The document provides tips for behavioral interviews and case interviews, which are common in consulting recruiting. It includes examples of walking through a sample case interview question to demonstrate frameworks for analyzing a case study question.
The document provides information about career services resources for students. It emphasizes that career development should begin in a student's first year and that career services can help with internships, resume writing, interview preparation, and finding full-time jobs. Students are encouraged to use career services resources such as individual advising, career fairs, resume critiques, and recruiting software to explore options and gain experience that will help them achieve their career goals.
This document provides an agenda for the Lean Launchpad Educators workshop from June 18-20, 2013 at Stanford University. The workshop will teach educators how to implement the Lean LaunchPad methodology in their entrepreneurship curriculum. Over the three days, participants will learn about the Business Model Canvas, customer development, and managing a "flipped classroom". They will also participate in exercises applying these concepts and hear from experienced Lean LaunchPad faculty.
This document provides advice for software engineering recruiting and interviews. It discusses getting relevant experiences like projects, research, and teaching to attract recruiters. It recommends applying to 3-5 jobs daily and following up consistently. For interviews, it emphasizes practicing LeetCode daily, mastering fundamentals, and communicating thought processes clearly. The key takeaways are to gain experience systematically, apply widely and persistently, and prepare through consistent coding practice.
This document advertises a Senior Career Conference to be held on September 12, 2014 at Georgetown University. The conference will provide graduating seniors with resources and information to help plan their careers after college. It will include sessions on resume writing, interviewing skills, industry insights, graduate school planning, and international opportunities. Seniors can register on the Hoya Career Connection website and lunch will be provided.
This presentation corresponds to Day 1 of 3 for Kay Nikookary's Kareer Success program presented at Hult International Business School, Dubai campus, United Arab Emirates.
What key strategies can learning designers and training departments use to better engage SMEs and create better learning outcomes? Slides from a MyKineo presentation on September 15, 2010 by Cammy Bean and Steve Lowenthal of Kineo.
This document provides a syllabus for the Berkeley EMBA 295T course on technology entrepreneurship and lean startups. The course aims to provide hands-on learning about starting a high-tech company through team projects. It will cover topics like business models, customer development, and agile development. Students will get experience talking to customers, partners and competitors to test hypotheses and iterate their startup ideas. The course is graded based on team and individual work, including blog updates, presentations, and a final report. It requires significant time commitment from students to test ideas outside of class.
This document provides an outline and overview for a presentation titled "Managing Your Career: Preparing for the Future" to be given at the MAILCOM 2011 conference. The presentation will cover topics such as managing career transitions, developing a career objective, conducting market research, and preparing a resume. It will provide advice and tools to help attendees prepare for their career futures.
Networking is a process of establishing mutually beneficial connections through interactions. The international students job search seminar discusses improving networking skills, including understanding US cultural norms, steps to better networking, and the importance of practice. Cultural norms, social skills, and networking are discussed to help international students expand their professional networks and stand out in their job searches.
This document is the syllabus for an English 102 college writing course. It provides information about the instructor, course description and goals, required textbook, assignments and deadlines, grading policy, attendance policy, and plagiarism policy. The course will focus on developing skills in persuasive and expository writing through four major assignments centered around analyzing how environments affect people and events. Students will complete daily writing assignments, participate in class discussions, and submit drafts and revisions of their major papers. The course uses a point-based grading system and attendance is mandatory.
This document outlines an 8-week career discovery project for pledges. The project involves researching industries, careers, and job functions of interest. It then guides pledges through finding relevant internships, crafting cover letters and resumes, applying, and following up. The goal is to teach the process of obtaining job offers. Pledges will submit their work for evaluation and the best projects will be archived for future generations. Completing each assignment competently is expected, while pledges will determine their own work's adequacy.
Slides from the recent ABS PR Seminar, changing skills for changing times.
Tracy Playe's can be downloaded from: http://prezi.com/ska23isrjrch/maximising-the-impact-of-social-media-engagement-on-small-budgets/
This document provides guidance on creating an effective resume that will attract employers and land interviews. It emphasizes that the purpose of a resume is to sell the applicant's skills and experiences to the employer. The resume should be tailored for each specific job by focusing on how the applicant can address the employer's needs. The summary or profile section at the top is the most important part for grabbing the employer's attention in the first 30 seconds. It should highlight the applicant's strongest qualifications and qualifications most relevant to the target job. Proper formatting, a focus on accomplishments over responsibilities, and proofreading are also advised to create a resume that stands out.
Seminar 9 Asset creation and Designing Your Life - 10 May and 13 May 2021Fahri Karakas
In this seminar, we will go over your portfolio project expectations and guide you on how to prepare an outstanding and creative portfolio. We will go over numerous checklists to guide you in the right direction.
We will also cover a wide variety of topics that will help you in your journey of asset creation.
We will cover the following topics:
-Life Advice: A Poster Guide
- Act Now: You Need Courage and Action
- Gen Z are hustling for their post-covid futures
- Welcome to the YOLO economy
- Exercise: Which Assets will you create?
-What Causes Creativity?
- Storytelling Secrets
- London StorySlam
- Case Study: Gary Vaynerchuk
- Case Study: How to go viral
- Case Study: Principles for Content Creation
- Kevin Kelly: Reach Your 1000 True Fans
- Life Advice from Kevin Kelly
- Advice from Jay Samit: Futureproofing You and Disrupt Yourself
- Disruption and Innovation: Your Role
- Shared Economy and crowdfunding: Capital C
- Create Your Own Creative Assets on the Internet
- Creating Assets is like rolling 1000 snowballs down
- The rise of the entrepreneur
- Daniel Priestly: 10 Challenges for the Entrepreneur
- Becoming an Entrepreneur by Anna Vidal
- Guide books to Side Hustles
- Entrepreneur Revolution
-Shark Tank Exercise
- Startup school by Y Combinator: Register!
_ Productivity Manifesto
- How to start your day
- Create your own assets now
- Steve Jobs Quote
Lectures 1 and 2 - Employability, Creativity, and Personal development 2 oc...Fahri Karakas
Introductions
Introduction to the module Module
Objectives
Hackathon
Module Structure and Assignments
Expectations
Introduction to Career Management: Careers of 21st century
Self-Making and Creativity
New perspectives on careers and employability
Adventures: Individual and Team Exercises
Inspiring Careers
Shark Tank
The document provides an overview of the Lean LaunchPad course including:
- The course objectives are to analyze opportunities, build products, get customer orders, and work as a team using a methodology to learn about entrepreneurship.
- Students will learn about opportunity evaluation, business models, customer development, decision making with little data, and fundraising.
- The course consists of lectures, student presentations, readings, and 10-15 hours per week of work outside class in teams on startup projects.
- Grades are based on team's out-of-building progress, weekly presentations, and a final presentation and report. The focus is on how much students learn, not on selling.
This document provides information about career services resources available to students. It discusses how using career services can help students find internships and jobs. It also lists career services staff and describes the various types of help offered, including resume and interview preparation. Students are encouraged to take advantage of career fairs, recruiting software, and other job search resources. The resume, interview, and career fair sections provide tips for students on developing effective materials and strategies for connecting with employers.
Teaching Assistant Handbook for the Lean LaunchPad CourseStanford University
The document provides guidance for Teaching Assistants (TAs) for the Lean LaunchPad course at Stanford University. It outlines the key roles and responsibilities of TAs, which include: recruiting student teams for the class; setting up the class website and marketing the class; recruiting mentors and advisors; managing the class website and communication; and assisting with class sessions including collecting student presentations and providing feedback. The document is intended to prepare new TAs by explaining the processes, timelines and tasks involved in assisting with the Lean LaunchPad course.
The September Recruitment Survival Guide: 6 Tips & Tricks for Getting Noticed...TalentEgg1
Created by TalentEgg, this free guide for students and grads is filled with valuable recruitment tips, articles, and insights to help them hatch an egg-citing new career.
The document provides tips on overcoming common MBA application obstacles such as low GPA, lack of business experience, and not having interesting stories. It discusses strategies like retaking exams, gaining leadership experience through volunteering, and finding ways to quantify seemingly unquantifiable achievements. The presentation aims to help applicants recognize their weaknesses and strategize ways to overcome them in their applications.
This document provides an overview of consulting recruiting for students interested in a career in consulting. It begins with an introduction to the consulting industry and an overview of the types of consulting firms. It then outlines the recruitment process for consulting internships and full-time roles, including important timelines and on-campus resources. The document provides tips for behavioral interviews and case interviews, which are common in consulting recruiting. It includes examples of walking through a sample case interview question to demonstrate frameworks for analyzing a case study question.
The document provides information about career services resources for students. It emphasizes that career development should begin in a student's first year and that career services can help with internships, resume writing, interview preparation, and finding full-time jobs. Students are encouraged to use career services resources such as individual advising, career fairs, resume critiques, and recruiting software to explore options and gain experience that will help them achieve their career goals.
This document provides an agenda for the Lean Launchpad Educators workshop from June 18-20, 2013 at Stanford University. The workshop will teach educators how to implement the Lean LaunchPad methodology in their entrepreneurship curriculum. Over the three days, participants will learn about the Business Model Canvas, customer development, and managing a "flipped classroom". They will also participate in exercises applying these concepts and hear from experienced Lean LaunchPad faculty.
This document provides advice for software engineering recruiting and interviews. It discusses getting relevant experiences like projects, research, and teaching to attract recruiters. It recommends applying to 3-5 jobs daily and following up consistently. For interviews, it emphasizes practicing LeetCode daily, mastering fundamentals, and communicating thought processes clearly. The key takeaways are to gain experience systematically, apply widely and persistently, and prepare through consistent coding practice.
This document advertises a Senior Career Conference to be held on September 12, 2014 at Georgetown University. The conference will provide graduating seniors with resources and information to help plan their careers after college. It will include sessions on resume writing, interviewing skills, industry insights, graduate school planning, and international opportunities. Seniors can register on the Hoya Career Connection website and lunch will be provided.
This presentation corresponds to Day 1 of 3 for Kay Nikookary's Kareer Success program presented at Hult International Business School, Dubai campus, United Arab Emirates.
What key strategies can learning designers and training departments use to better engage SMEs and create better learning outcomes? Slides from a MyKineo presentation on September 15, 2010 by Cammy Bean and Steve Lowenthal of Kineo.
This document provides a syllabus for the Berkeley EMBA 295T course on technology entrepreneurship and lean startups. The course aims to provide hands-on learning about starting a high-tech company through team projects. It will cover topics like business models, customer development, and agile development. Students will get experience talking to customers, partners and competitors to test hypotheses and iterate their startup ideas. The course is graded based on team and individual work, including blog updates, presentations, and a final report. It requires significant time commitment from students to test ideas outside of class.
This document is a syllabus for the course ENGR 245: The Lean Launch Pad at Stanford University. The course aims to provide students with hands-on experience in starting high-tech companies. Students will work in teams to develop product ideas, test hypotheses about their business models, and iterate based on customer feedback. Key course elements include developing business model canvases, conducting customer interviews, building minimum viable products, testing pricing and demand generation strategies, and presenting lessons learned. The course emphasizes an entrepreneurial mindset and moving projects forward rapidly through experimentation and adaptation. Students should expect a substantial time commitment of around 20 hours per week to complete out-of-class assignments. The grade is based on individual participation, team blog updates
The document summarizes Stephen Rocco's presentation on teaching entrepreneurship and building a successful business plan. Some key points:
- Rocco has experience as an entrepreneur and business teacher and runs an entrepreneurship academy at Smithfield High School.
- The academy has about 75 students and support from the school and community. It focuses on developing business plans and connecting students to local businesses.
- Rocco outlined the agenda and curriculum for the course, which includes introducing concepts like entrepreneurship, recognizing opportunities, feasibility analysis, and building business plans over two quarters.
Class 1 - course overview Berkeley/Columbia Lean Launchpad Xmba 296tStanford University
The document provides an overview of the Lean LaunchPad course, including its objectives, structure, teams, projects, grading, and intellectual property guidelines. The course aims to teach students how to evaluate business opportunities, develop business models, conduct customer discovery and validation, and operate with insufficient data. It focuses on startups with scalable business models and opportunities over $500 million in size.
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
This document outlines a course on customer development for startups taught at UC Berkeley's Haas School of Business. The course introduces tools for entrepreneurs and covers business model design, customer discovery, validation, creation, and company building. It challenges traditional views of sales, marketing, and business development roles. Students complete application exercises analyzing companies' business models and customer development processes. They also conduct a team research project interviewing founders about their experiences with customer development. The goal is to teach students how to search for a scalable business model by getting customer feedback, rather than focusing only on products.
This document provides information about a course titled "The Customer Development Process in High Tech: Sales, Marketing & Business Development in a Startup" taught by Steve Blank at UC Berkeley Haas School of Business. The course uses the Customer Development methodology to teach students how to build successful startups, with a focus on sales, marketing, and business development in high-tech companies. It covers the four steps of Customer Development: Customer Discovery, Customer Validation, Customer Creation, and Company Building. Students will be evaluated based on application exercises, a research paper, and class participation. The course combines lectures, readings, case studies, and guest speakers.
This document provides an introduction to an advanced entrepreneurship course on customer development and the lean startup methodology. It outlines the course objectives, prerequisites, structure, and key concepts that will be covered, including reducing product/market risk, customer development process of discovery, validation, and creation, and building companies with low costs by designing for learning rather than traditional product development processes. The instructors are introduced as Steve Blank and Eric Ries, pioneers of the lean startup approach.
The document provides an overview of best practices for interview preparation. It discusses what recruiters look for in candidates, different types of interviews including resume-based, behavioral/situational, case interviews, and industry/domain-based interviews. It also covers commonly asked questions, structuring answers, and preparing for online interviews. The agenda outlines understanding recruiter perspectives, practicing different interview styles, researching target companies/industries, and developing frameworks to structure thoughtful, well-informed responses.
Daksh 2021 - Placement Excellence Program discusses best practices for interview preparation. It covers understanding careers, agendas for different types of interviews including resume-based, behavioral/situational/fit-based, case interviews/guesstimates, and industry/domain-based interviews. Common mistakes are outlined for different interview types. The importance of structuring answers using frameworks like STAR is emphasized. Preparation tips include understanding target companies/industries, practicing commonly asked questions, and doing mock interviews. Overall, thorough preparation and practice are stressed to perform well in interviews.
This document provides an overview of an advanced entrepreneurship course focused on experiential learning of starting a high-tech company. Students will work in teams to turn ideas into real companies over the course of the semester. The course uses lean startup methodology, requiring students to get outside the classroom to test hypotheses through customer interviews and iterative product development. Grading is based on team progress, deliverables including weekly blogs and presentations, and a final report on lessons learned. The course aims to simulate the pressures of starting a real startup through an intensive workload and direct feedback from instructors.
This document describes a group project for students where they will research and analyze the use of sex appeal in advertising. The students are split into groups of three and each assigned a role - historian, researcher, or analyzer. As a group, they will research the topic, write an 8-10 page report on their findings, and present their conclusions to management in a 10-15 minute PowerPoint presentation. The document provides guidelines for completing each step of the project and rubrics for evaluating the quality of the written report and oral presentation.
This document provides information for mentors of the Technology Entrepreneurship course at Stanford University. It outlines that mentors will be assigned to advise one student team on their two projects - an Opportunity Assessment project to analyze a business opportunity, and an Opportunity Execution project to develop a plan to execute on that opportunity. Mentors are expected to meet with their assigned team at least three times and provide guidance, challenges, and real world experience. They may also attend student presentations. The goal is for mentors to help students think through opportunities and provide an outside perspective to help students validate their ideas.
This document outlines the syllabus for a 1.5 credit course called "The Lean Launchpad" that teaches students the process of customer discovery and business model iteration for startups. The course is experiential, requiring students to conduct customer interviews daily, present their business models and lessons learned, and receive feedback from instructors and peers. It is taught using a flipped classroom model, with video lectures assigned as homework. Students work in teams to develop and test hypotheses about their business ideas through customer discovery. The goal is to provide an entrepreneurial experience that mirrors the real-world pressures of starting a company.
Class syllabus for 5-Day Lean Launchpad class with Steve Blank.
This course provides real world, hands-on learning on what it’s like to actually start a high-tech company. This class is not about how to write a business plan. It’s not an exercise on how smart you are in a classroom, or how well you use the research library to size markets. And the end result is not a PowerPoint slide deck for a VC presentation.
This is a practical class – essentially a lab, not a theory or “book” class. Our goal, within the constraints of a classroom and a limited amount of time, is to create an entrepreneurial experience for you with all of the pressures and demands of the real world in an early stage start up.
You will be getting your hands dirty talking to customers, partners, competitors, as you encounter the chaos and uncertainty of how a startup actually works. You’ll work in teams learning how to turn a great idea into a great company. You’ll learn how to use a business model to brainstorm each part of a company and customer development to get out of the classroom to see whether anyone other than you would want/use your product. Finally, based on the customer and market feedback you gathered, you would use agile development to rapidly iterate your product to build something customers would actually use and buy. Each day will be a new adventure outside the classroom as you test each part of your business model and then share the hard earned knowledge with the rest of the class.
This document outlines the syllabus for the I-Corps 245 course called "The Lean Launch Pad". The course aims to provide teams with hands-on learning about commercializing their technologies through customer discovery. It will be taught over several in-person sessions at Stanford University and online lectures. The course emphasizes getting out of the lab to talk to potential customers, and uses business model generation and agile development techniques. Teams will determine the commercial viability of their technologies and develop a plan to move forward.
This document provides the syllabus for an Entrepreneurial Finance course. It outlines the course objectives, which are to sharpen skills in identifying business opportunities, estimating resource needs, securing financing, and managing resources. The course will cover assessing financial performance, financial planning, external financing needs, business valuation, venture capital terms and agreements, and IPOs. Students will complete case assignments on specific companies. The syllabus details grading criteria, required materials, recommended reading, class schedule and assignment due dates.
This document provides an overview and agenda for the Engineering 245 Lean LaunchPad course at Stanford University taught by professors Steve Blank, Ann Miura-Ko, and Jon Feiber. The summary includes:
1) The course objectives are to understand real-world entrepreneurship through getting out of the classroom to test opportunities, business models, customer discovery and validation through teamwork.
2) Students will work in teams of 4 on for-profit startup ideas, conducting customer interviews and testing hypotheses each week.
3) The class involves 3 units of credit, 8 lectures, weekly presentations and updates to blogs/wikis, with 10-15 hours of work outside class each week. Grades are based on work outside
BUSI 2800 Entrepreneurship 1 of 9 (c) Tom Duxbury Entrep.docxhumphrieskalyn
BUSI 2800 Entrepreneurship 1 of 9 (c) Tom Duxbury
Entrepreneur Learning Project
Objectives
• Gain direct learning from engaging with real world entrepreneurs
• Gather insights from individual examples of entrepreneurship
• Develop teamwork and project management skills
Undertaking an Entrepreneur Learning Project
This project is a descriptive type of case study, which documents the startup conditions
and experiences of an entrepreneur. Case studies provide an essential opportunity for
connecting directly with the world of entrepreneurship; for this reason it is mandatory for
students registered in the Entrepreneurship Minor or Concentration program at Sprott. Other
students may elect to undertake this project at their discretion. Students who do not submit
this project will have 15% of their grades reallocated to the final exam.
Deliverable Options
You may choose between two subject options for your Entrepreneur Case Study:
either another entrepreneur (Option A), or yourself (Option B).
Option A - Research and present another entrepreneur's new venture experience.
- Select an entrepreneur willing to discuss various aspects of their new venture
experience to construct a case study.
- Find background information on the company, industry, competitors, and overall
business environment.
- Design and conduct an interview to draw as much useful information for future
entrepreneurs as possible
- This option may be done as a solo project, or paired with a classmate of your own
choosing.
Your case study should include the following sections:
1) introduction,
2) background of the entrepreneur,
3) industry environment upon starting,
BUSI 2800 Entrepreneurship 2 of 9 (c) Tom Duxbury
4) early successes and challenges encountered,
5) key learnings/advice for entrepreneurs,
6) outlook for the future and conclusions.
Your group has two choices of format: a) written report or b) video.
a) Written Report. If you choose to submit a written report, it should be
maximum 10 pages of double-spaced, 12-point font text. Be sure to use
proper APA style referencing in your report - any text that is not your own should
be clearly identified and properly referenced. Including direct quotations
from your entrepreneur is an effective way to validate your points and make
your study an interesting read. The report should be uploaded to cuLearn by the
due date.
b) Video. If you elect to make a video interview of the entrepreneur, it should
be edited to 6-8 minutes in length and include the same information as the written
report option. Do not go overtime, there is no need. Keep in mind that video
submissions are held to the same content and quality expectations as written
reports, and should 'flow' in a logical order. Submission of a video case should not
be viewed as a 'shortcut' alternative; the format will require considerab ...
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
Starting a business is like embarking on an unpredictable adventure. It’s a journey filled with highs and lows, victories and defeats. But what if I told you that those setbacks and failures could be the very stepping stones that lead you to fortune? Let’s explore how resilience, adaptability, and strategic thinking can transform adversity into opportunity.
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1. ENT 2000 – Introduction to Entrepreneurship
Spring 2014, CRN – 22078
This course is an introduction to entrepreneurship and covers the characteristics of an entrepreneur, the process
of evaluating business opportunities, target customers and market mix, business plan basics, and securing and
managing funds to start a business. Students will learn how to assess and evaluate their ideas for a new business
and how to develop a business plan: developing an idea into a written outline. GEB 1011 is recommended
before enrolling in ENT 2000 although it is not a requirement. The instructor started and built several successful
small businesses and one National Marketing and Administration firm.
Instructor:
Perry L Kenneth
Semester:
Spring 2014
Days Tues -Thurs. (Day) -01
Room:
Building 400, Room 418
Time
2-3:20
E-mail perryl@scf.edu
Cellphone: 941-356-4533
Office Hours: Thurs, Building 600, 3:30-5:00 PM by appointment (schedule via email).
Textbooks: Patterns of Entrepreneurship Management by Jack M. Kaplan & Anthony C. Warren, 4rd ed.
(Wiley), ISBN13: 978-1118358535, ISBN10: 1118358538 required
and The Evolution of An Entrepreneur by Jack Nadel, 2013, (JNL Publishing LLC), ISBN: 978-0-9846282-2-3,
ISBN: 978-0-9846282-1-6 (e-book) optional, $10 paperback (free to veterans, see Nadel below).
Textbook Website: http://bcs.wiley.com/he-bcs/Books?action=index&itemId=1118358538&bcsId=7492
COURSE CALENDAR – Spring 2014 (January 7 to April 24, 2014)
Plan ahead to make the field trip. Teams should arrange to begin meeting to work on the feasibility project around week 8.
Week:
Date:
Assignments:
Due Date:
Week 1
Tues., 1/7
CH 1 – Getting Started As An Entrepreneur
Prepare Ch. 1
Thurs, 1/9
Introductions, Course/Syllabus Review, Students interest in entrepreneurship,
Study
entrepreneurial mindset, types of entrepreneurs; Neoforma story and text website,
Questions,
characteristics, stress, why be an entrepreneur.
5 Stages of
Videos –Entrepreneurs 2d Inspiration, Kauffman Foundation Sketchbook (Pledge)
Eship*
Week 2
Tues., 1/14
CH 2 – The Art of Innovation
Bring an Idea to
Thurs., 1/16 Role of innovation, ideas into opportunities, finding ideas, five phases to success, need
be an
for research; Discussion of Craig’s List case; give an example of extending a traditional Entrepreneur,
idea; Find an idea for a business (can use the text website, explain why it is a good idea
Read Craig’s
and how you would use it). Assign teams for project and interview sharing.
List Case (in
Video – Magna Ready, Best Motivation Ever, AL Town, 19-Year Old Etrep
Angel Lessons)
2. Week 3
Tues., 1/21
Thurs., 1/23
CH 3 – Designing Business Models
Framework for constructing business models, supply chains, databases, licensing,
franchising, outsourcing, partnering. Business Model Canvas, Go to page 59 and
http://www.businessmodelgeneration.com/canvas and see a PDF on Angel about the
business canvas.
Videos Why Business Models Fail: http://bit.ly/KuwpDq, Launch Small and Early:
http://bit.ly/P9xKnl, Business Model http://www.entrepreneurship.org/bmc
Bring Idea for
Franchising,
Read About the
Business Model
Canvas
Week 4
Tues., 1/28
Thurs., 1/30
Week 5
Tues., 2/4
Thurs., 2/6
Week 6
Tues., 2/11
Thurs., 2/13
CH 4 – Analyzing the Market, Customers, and Competition
Target markets, understanding the customer, marketing plan, competitive analysis,
calculating breakeven point, sales channels, and positioning product or service.
Guest Speaker, TBA
Conduct Entrepreneur Interview, compare progress with classmates via Angel
(teammates for the Feasibility Report, see note below).
CH 5 – Writing the Winning Business Plan
Value of plan, 5-step process, market analysis, financial plan, typical format, know
steps towards completing plan, 3 types of plans, and why some plans fail. HomeworkAnswer 6 Study Questions and Submit via Angel, Read Neoforma Web Case.
Paper due on entrepreneur interview some presented to class (5 Minutes, see below).
Videos-Investor Business Plan, UC Berkeley Bus Plan Competition (into 12 min)
CH 6 –Setting Up the Company
Forms of ownership, startup checklist, role of taxes and liability, choice of accountant
and attorney. Choose an owner form and prepare to tell class why you chose it.
Field Trip TBA
Week 7
Tues., 2/18
Thurs., 2/20
Week 8
Tues., 2/25
Thurs., 2/27
Guest Speaker;
Read Market
Research, &
Visit Websites;
Conduct *Etrep
Interview
Read Neoforma
master case (on
website above)
Send 6 St. Qstns
Etrep Interview
Due NLT Fri.
Send 4 St. Qstns
Select Ownership Form
Field Trip to
HuB
Prepare 1 of 3
Exercises to
Discuss, MidTerm Review
MID-EXAM –
Chapters 1-7
Week 9
3/3-3/7
Week 10
Tues., 3/11
Thurs., 3/13
Week 11
Tues., 3/18
Thurs., 3/20
Week 12
Tues., 3/25
Thurs., 3/27
Week 13
Tues., 4/1
Thurs., 4/3
Week 14
Tues., 4/8
Thurs., 4/10
CH 7 – Special Topic: Social Entrepreneurship
Prepare one of three exercises for presentation to class, focus REI p. 169
Wed Classes = Preparation for Mid-Term (review of material, slides on Angel)
Video – Pioneering Social Change http://www.youtube.com/watch?v=jk5LI_WcosQ
Mid-Term EXAM – First One Half of Course
Explanation of Feasibility Project, slides, and team assignments.
Mid-Term EXAM, Explanation of Feasibility Project after break.
- SPRING BREAK Read Honest Tea Case under Lessons in Angel, answer its 7 questions, and
participate in the online Discussion Thread started under the case on Angel.
CH 8 – Technology Entrepreneurship
Network effects, window of opportunity, patents, legal services, market cycles.
Idea Lab, identifying new opportunities through Design Thinking, use of brainstorming
for Feasibility Project.
Videos –Ideo’s David Kelley on CBS http://www.youtube.com/watch?v=_9TIspgTbLM
#Steve Blank at Commonwealth http://www.youtube.com/watch?v=1RTcXwJuCaU
CH 9 –Early –Stage Funding
Moonlighting, bootstrapping, family/friends, angels, bank loans, factoring methods;
business incubators on book’s website, be prepared to discuss the Honest Tea case (7
questions, above) and answer Neoforma master case questions on p. 177.
Video – 5 Early Stage VC Investors http://www.youtube.com/watch?v=76-aST7t3to
CH 10 –Equity Financing
Early stage investments, how venture capital works, crowdfunding, needs of a corp.
loan, use of private funding (and stock), bridge financing, valuing a business.
Videos - http://www.youtube.com/watch?v=_yHFA_uBaKA
http://www.youtube.com/watch?v=SYnYAIl510A
http://www.youtube.com/watch?v=28sCH-uK-0Q UCB Etrep Journey G. Chahal
CH 11 – Managing Resources – Money and People
‘Cash is king’, financial statements, ROI, breakeven analysis, present value of money,
building and managing a team, the creative culture, hiring and firing.
Understand the break-even analysis and how it is used to determine profit and loss
Look at biography of Jay Myers, guest entrepreneur, on Angel.
Jack Nadel Week – 50 Best Tips for Surviving and Thriving in Business; read parts of
Evolution of Entrepreneur (slides with 15 tips on Angel, book on reference in library)
and write a 1-page paper applying one new tip to today’s business environment
Videos –Jack Nadel Interview, Elevator Pitch Examples (for projects)
Discuss Honest
Tea Case,
Submit Study
Questions Ch. 9
Submit 8 Study
Questions OL,
Do Dyson
Exercise 1
Prepare Case
Study on
Coretek, Inc. , 3
Questions pg.
269
Submit
Exercises 1-3;
Guest Etrep
Lecture - Jay
Myers, ISI
1 Page Jack
Nadel Paper,
Discussion
Thread
3. Week 15
Tues., 4/15
Thurs., 4/17
CH 12 – Communicating the Opportunity
Communicating the opportunity, the investor presentation, template, target the
audience, key points, common mistakes made by entrepreneurial presentations.
Feasibility Project presentations by teams (8-10 slides, below) begin,
Video - Exposure to Shark Tank episode from ABC TV series.
Feasibility
Projects Due
(Guidelines on
Angel)
Week 16
Tues.,
Thurs., 4/24
S. Questions,
Teams Do
Exercise 6, use
book site.
Week 17
4/28-5/1/14
CH 13 – Exiting the Venture
Need for plan, options, later stage value, ESOP, MBO, family transfer, going public &
disadvantages, selling memorandum, sequence and sources. (Clint’s stories of 3 exits).
Teams finish presentations Feasibility Projects
Course feedback and teacher critiques (proctored by a student)
EXAMS WEEK (Feasibility Project served as the final exam)
Final Grades Due 5/2
Final Grades Posted
*“Etrep” short-hand for entrepreneur and “Eship” short-hand for entrepreneurship.
Mon., 5/5
Syllabus Homework.
Follow due dates in the right hand column, and come to class prepared. It is more fun to know the information
in advance and a full 40% of your grade is attendance and participation in class. Discussions depend on
knowing the material well enough to talk about it. Homework is due as an attachment to email inside Angel (no
handwritten submissions) the Friday of the week assigned. Study questions can be found at the end of each
chapter, and cases are either in the text or under Angel Lessons. Late work will not be accepted. All material
can be found under Angel Lessons –textbook slides, articles, cases, and discussion threads. Contact the
helpdesk between 7AM to 7PM via (941) 752-5357 should you have any questions about Angel (or go to
https://supportcenter.embanet.com/scf).
Entrepreneur Interview. Due February 14th.
Individual 5 page maximum (double-spaced) paper:
Each student will interview an entrepreneur of his/her choice. The goal is to provide you with insights about
entrepreneurship that cannot be learned in the classroom. Use the questions below as a foundation for your
interview, but don’t be limited by them. The paper will be a summary of the interview, and an analysis of what
you have learned. Choose an entrepreneur in an industry personally interesting to you. While a cold call to an
entrepreneur may seem daunting, you will find most entrepreneurs are flattered to be asked about their
experience and willing to meet with you. It is your responsibility to identify and contact an entrepreneur as
part of the course. One idea is to send an email and then follow up with a phone call. You should schedule
this interview early in the term. Entrepreneurs schedules are tight, and your biggest challenge will be to find a
time to meet them. Add a cellphone photo of you with the entrepreneur you interview if you can.
BACKGROUND: Who is the entrepreneur, and how did you identify him/her? What is his/her
background (family education, prior work experience)?
OPPORTUNITY IDENTIFICATION: How did the entrepreneur identify the business opportunity? Did
he/she test different ideas before settling on this opportunity?
ENTREPRENEURIAL PROCESS: Critique the process the entrepreneur used to develop the business.
Note the successes and failures the entrepreneur experienced. What could the entrepreneur have done
differently to reduce risk?
MEASURING SUCCESS: Is the venture successful? By what criteria? Has the entrepreneur given up
anything by choosing his/her career path? What sacrifices have been made?
JUDGMENT: Would you invest in this venture? Would you work for this entrepreneur? Based on what
you have learned from this person, do you believe you could be a successful entrepreneur? Explain why or why
not. Ideally, your entrepreneur will have started a business in an area of interest to you personally. The more
this is true, the more insights you will gain into what you may want to do to prepare yourself to be a successful
entrepreneur. Some other guidelines:
You conduct the interview in person (appropriate attire is encouraged). Phone or email/chat
interviews are not sufficient. They may not be family members or friends, but should expand your network.
4. You may not interview family members, friends, or students; instead you should expand your
"network." Include personal contact information for verification (or staple a business card). Tell a story.
Connect class concepts and material to enhance your work, and be sure to write a thank you letter.
Feasibility Project. Due April 15th. Team project of 8-10 annotated PowerPoint slides
The purpose of the feasibility study is to give you experience analyzing the market and customer needs for a
business idea in order to determine whether or not to pursue an idea further. Being able to quickly determine if
an idea has sufficient potential is the first step in determining whether or not it is worth your time, effort and
money. We also want students to experience the added creativity of a team called synergy. Use photos of like
businesses or things and objects that illustrates your idea.
1. Don’t exaggerate, disguise, or cover up your analysis. The purpose is an honest assessment of a
potential opportunity. Determining that there is not enough potential is not enough.
2. Do be forthright, personal (yet not too friendly or intimate), and show your passion.
The feasibility study should be completed as a 8-10 slide powerpoint presentation. Include your commentary in
the notes section to explain your thinking and highlight the most important points. The goal is to gain and
display an understanding of whether or not there is a viable market for your proposed business idea. Your
analysis should be clear, concise and compelling.
Key issues to be addressed in the study include:
A statement of the problem (why is a solution needed)
The business concept
Description of the market (size, segments, needs)
Clearly identified target market (who needs a solution – why these vs. others)
Customers (what do they want/need, what do they value, will they pay)
Value proposition
Is this a “Go” or a “No Go” and why.
Use “design thinking” (explained in class) to construct your project. See Five Phases to Success, pages 40-47,
and the feasibility PDF and slides loaded under Lessons on Angel.
The Jack Nadel Tip Paper. Due April 8th.
Jack is a WW II vet, a multimillionaire, a serial entrepreneur who started more than 50 businesses, and an
author who wrote The Evolution of an Entrepreneur. His simple lessons compliment our course work, and we
would like you to look over his small book and write a 1-page paper. Pick out one of his 50 tips, and explain
why it appeals to your entrepreneurial thinking. Give a second interpretation of how your tip applies today (in
addition to the one given by Jack). The book is $10 on Amazon, available free to any veteran at
http://jacknadel.com/gift-for-veteran-entrepreneurs/, and we’ll have a copy on reference in the SCF library.
Jack Nadel
Steve Blank
#Steve Blank – A Silicon Valley serial entrepreneur and academician who is based in CA. Blank is recognized
for developing the Customer Development methodology, which launched the Lean Startup movement. He
spent over thirty years in the high tech industry, and founded eight startup companies, four of which have gone
public. He created the unofficial history of Silicon Valley, published three books, and teaches entrepreneurship
at the UC Berkeley. His videos are the first listing below.
Tips for High Performance in Class:
1. Attendance is important, and discussion is a big part of the grade. Students are required to bring
the name board to each class (provided and used for attendance and discussions).
2. Stay on top of the postings on Angel.
3. Strive for direct writing that reflects clear thinking. Quality is more important than quantity.
5. 4. Get out of your comfort zone. Stretch yourself and be entrepreneurial. This class is designed to be
less formal, participatory, and fun.
5.Many students feel they are not suited to be Entrepreneurial. You won’t really know until you have
experience in the real world outside the classroom. This course will provide the fundamentals and thinking
which may surprise you and you wake up at some day realizing that you are an Entrepreneur.
RECOMMENDED WED SITE READINGS
http://steveblank.com/slides/#Videos*
http://www.insideindianabusiness.com/default.asp
http://www.entrepreneur.com
http://www.businessesforsale.com/
http://www.sba.gov
http://www.youngentrepreneur.com
http://www.entrepreneurship.org
http://www.loopnet.com
METHODS OF EVALUATION
Grading will be based on successful completion of homework, the mid-term, entrepreneur interview, discussion
participation, and presentations.
Course Grade:
Etrep Interview
Mid-Term Exam
Attendance - Present
Participation – Class
Homework – Papers
Feasibility Plan-Team
Total
Percentage
15%
15%
20%
20%
10%
20%
100%
Statement of Plagiarism: Plagiarism is the use of ideas, facts, opinions, illustrative material, data, direct or
indirect wording of another scholar and/or writer—professional or student—without giving proper credit.
Standards of Conduct: Students are expected to abide by all SCF Student Handbook guidelines.
Technical Support: Help for ANGEL, our course management system, is available 24/7 at
https://embanet.frontlinesvc.com/app/home/p/150.
Withdrawal Policy: In accordance with the State College of Florida policy, as stated in the college catalog,
students may withdraw from any course, or all courses, without academic penalty, by the withdrawal deadline
listed in the State College of Florida academic calendar. This semester, the last day to add/drop a course is
January 11th, and the last day to withdraw without penalty is March 19th. Students should take responsibility to
initiate the withdrawal procedure but are strongly encouraged to talk with their instructors before taking any
withdrawal action. Any student who is absent and does not complete class activities for a consecutive two-week
period, at any time during the term, can be withdrawn from class by the instructor.
Additional information: Upon completion of the homework assignments, students use the Business Plan Pro
Template (Presentation Pro) from the publisher’s website to assemble and organize their business plan into a
presentable format. The final task of the course is to present a plan to the class. SCF virtual library is available
to students on and off campus and offers journals, books, and other resources.
Accommodation Services:
6. State College of Florida, Manatee-Sarasota, in accordance with the Americans with Disabilities Act will provide
classroom and academic accommodations to students with documented disabilities. If you need to request an
accommodation in this class due to a disability, or you suspect that your academic performance is affected by a
disability, please contact the Disability Resource Center (DRC). Allowance is made for students who
participate in SCF athletic programs.
7. State College of Florida, Manatee-Sarasota, in accordance with the Americans with Disabilities Act will provide
classroom and academic accommodations to students with documented disabilities. If you need to request an
accommodation in this class due to a disability, or you suspect that your academic performance is affected by a
disability, please contact the Disability Resource Center (DRC). Allowance is made for students who
participate in SCF athletic programs.